Toward a sociocognitive approach to second Llanguage acquisition

By Dwight Atkinson. 2002

394 citations recorded by the source corpus.

Subfields: Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/34fa6930cf2142bd95618ebf3cc6367a5ab7ab7d

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Citations in the corpus

Extended, Embodied Cognition and Second Language Acquisition (2010, background): “I try to promote their development here, working within a sociocognitive approach to SLA (Atkinson 2002; Atkinson et al. 2007; Churchill et al. 2010).”
The Heart of Heritage: Sociocultural Dimensions of Heritage Language Learning (2010, background): “…& Cameron, 2008; Markee, 2008); the ecology of language learning (Kramsch, 2002; van Lier, 2004); the sociocultural foundation of language learning (Atkinson, 2002; Lantolf, 2000, 2006; Lantolf & Thorne, 2007); and the coconstructed nature of activities, affect, abilities, and identities (Ochs &…”
Alignment and Interaction in a Sociocognitive Approach to Second Language Acquisition (2007, methodology): “As a way of capturing the radically integrated nature of mind-body-world in which and by virtue of which behavior, cognition, and learning take place, we adopt the term sociocognitive (Atkinson, 2002) to describe our approach to second language acquisition.”
Social Networking in an Intensive English Program Classroom: A Language Socialization Perspective (2011, background): “In contrast to psychocognitive perspectives on SLA in which cognition is understood to be primarily psychological, L2 socialization reflects a sociocognitive perspective on L2 learning (Atkinson, 2002; Hill, 2006; Zuengler & Miller, 2006) in which the locus of cognition is in social activity and lan”
Introduction: The acquisition of sociolinguistic competence (2004, background): “…a better understanding of the development of learner comptence over time; they also offer the potential for overcoming some of the difficulties associated with assigning speakers to predetermined social categories, e.g. native or non-native speaker (cf. Atkinson 2002; Firth and Wagner 1997).”
Bilingualism, Heritage Language Learners, and SLA Research: Opportunities Lost or Seized? (2005, background): “Moreover, as a number of researchers have recently pointed out, SLA primarily draws from the fields of linguistics and psycholinguistics (Atkinson, 2002; Block, 2003; Firth & Wagner, 1997; Johnson, 2004).”
The Emergence of Complexity, Fluency, and Accuracy in the Oral and Written Production of Five Chinese Learners of English (2006, background): “5 Language is both a cognitive and a social resource (Larsen-Freeman 2002; Atkinson 2002).”
Emotion-Based Language Instruction (EBLI) as a new perspective in bilingual education (2013, background): “Its main focuses were the concepts of social interaction and learning as an active process involving others and many aspects of society (Atkinson 2002).”
Essentials of a Theory of Language Cognition (2019, background): “…(Hall, 2019, this issue; Kasper & Wagner, 2011), interactionist approaches (Gass, 2002; Long, 1980; Mackey, 2012), the sociocognitive approach (Atkinson, 2002), and the various approaches gathered under “alternative approaches to SLA” (Atkinson, 2011) all agree that cognition is socially…”
Sociolinguistic Approaches to Second Language Acquisition Research—1997–2007 (2007, background): “Atkinson (2002) also pointed out the merits of a connectionist view of language cognition, though perhaps not stressing so much its significance for models of learner knowledge that accord some psychological reality to variable rules.”
LEARNING CONTEXT AND ITS EFFECTS ON SECOND LANGUAGE ACQUISITION: Introduction (2004, background): “…theories force the researcher to consider linguistic knowledge as an extension of ~rather than existing independently of! culture and experiences ~Atkinson, 2002!+ One of the earliest and most well cited accounts of context’s relationship to linguistic knowledge is Hymes ~1962, 1974!, who…”