The Social Turn in Second Language Acquisition

By D. Block. 2003

901 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5ec742cf01a20ca4197df13d5e2421527822e91e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Own-language use in language teaching and learning (2012, background): “Early SLA ideas about natural acquisition through attention to meaning have now been effectively discredited (Gregg 1984, McLaughlin 1987, Widdowson 1990 inter alia), and early SLA research has been widely criticised for its asocial and apolitical approach to language learning (Block 2003).”
First Language Use in Second and Foreign Language Learning (2009, unknown): “In recent years, many researchers have grown dissatisfi ed with the neglect of the social dimension of second language acquisition born of the emphasis on individual cognition in second language acquisition research (Block, 2003), and have instead begun viewing their work through the lens of sociocu”
Theorizing and Studying the Language-Teaching Mind: Mapping Research on Language Teacher Cognition (2015, background): “…mainstream as well as second language teacher education (Freeman & Johnson, 1998; Johnson, 2006) that had characterized empirical fields such as New Literacy studies (e.g., Barton, 1994; Street, 1984) and was influencing other areas of applied linguistics (e.g., Block, 2003; Norton Peirce, 1995).”
Agency and contingency in the language learning of refugees and asylum seekers (2006, background): “Currently there are signs that second language acquisition research is also taking the social turn, as exemplified in a renewed interest in the applications of neo-Vygotskyan theory to the study of second language learning (cf. Lantolf, 2000; Pavlenko & Piller, 2001; Block, 2003; Johnson, 2003) and ”
What makes pronunciation teaching work? Testing for the effect of two variables: socially constructed metalanguage and critical listening (2011, background): “The intention was that through social construction of meaning (Block, 2003; Lantolf & Thorne, 2006; Williams & Burden, 1997), effective cross-cultural understanding could be achieved, which would in turn contribute to the formation of the relevant phonological concepts (Fraser, 2006a).”
Language and Identity (2014, unknown): “This development is sometimes thought to have coincided with an increase in brain volume, and many linguists see the structures of language as having evolved to serve specific communicative and social functions (Block,2003:42).”
Unveiling the relationship between language learning beliefs, emotions, and identities (2015, background): “AL has experienced the social turn (Block, 2003), and now it seems we are living an emotional turn or what Pavlenko (2013) has named the “affective turn.”
Situated Learning through Social Networking Communities: The Development of Joint Enterprise, Mutual Engagement, and a Shared Repertoire. (2011, unknown): “Similar to SLA’s positioning of the language learner as a participating social agent in the language acquisition process, this Facebook project allowed learners to reconfigure standard communication patterns and transform relationships with knowledge and people (Beer & Burrows, 2007; Block, 2003; Th”
Positioning proficiency: How students and teachers (de)construct language proficiency at school (2010, background): “Building on the work of others who have called for closer attention to issues of learner identity and social dimensions of learner interactions (Block, 2003; Block, 2007; Firth & Wagner, 1997; Firth & Wagner, 2007; Larsen-Freeman, 2007; Leung, Harris & Rampton, 1997; Norton, 2000; Peirce, 1995;…”
ORAL FEEDBACK IN CLASSROOM SLA (2010, background): “This fi nding suggests either that distinctions between SL and FL settings are too fl uid to yield distinguishable results (see Berns, 1990 ; Block, 2003 ) or that cognitive processes triggered by CF are similar across instructional settings.”
PEER INTERACTION AND CORRECTIVE FEEDBACK FOR ACCURACY AND FLUENCY DEVELOPMENT (2012, background): “A L2 is often taught in the students’ and teacher’s L1, and, even if it is not, the class is usually too large for learners to engage in communication and receive CF from the teacher (see Block, 2003 ).”
Bilingualism, Heritage Language Learners, and SLA Research: Opportunities Lost or Seized? (2005, background): “1 Vald6s (1995) includes a definition of the term, linguistic minority and a discussion of various perspectives”
Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020 (2021, background): “Additionally, given that language learning is often likened to a social learning experience (Block, 2003; Lantolf, Thorne, & Poehner, 2015; Vygotsky, 1997), it is somewhat surprising that cognitive theories surpass both social and social-cognitive frameworks.”
Re-becoming ESL: multilingual university students and a deficit identity (2009, background): “Setting aside the linguistic inaccuracies that come with the term ESL (see Block 2003 for a discussion of the ‘S’ and the ‘L’ in second language acquisition), the main point of discussion here is the social stigma and delegitimization that can come with being identified as, and re-becoming, ESL at”