Abstract Language learning that occurs outside the traditional classroom has become an important area of research. However, it is not self-evident how to combine the activities of the outside world with the pedagogical objectives and practices of (formal) language teaching. In this article, we approach this question by investigating data from a real-world digital language-learning environment, which merges language learning with cooking. Our research question concerns how participants initiate and construct language-learning sequences without being guided by a language teacher, and how they navigate between language learning and cooking activities. Using Conversation Analysis (CA), we demonstrate how learners transform their cooking environment into a language-learning session that is based on their own needs and interests. The key factors in the process include the material, semiotic and interactional resources offered by the cooking ecosystem, as well as the peer interaction as a means of knowledge-construction and interaction management. This analysis contributes to the current discussion on how different pedagogical contexts enhance student activity and self-regulation.

中文翻译：

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真实世界数字环境中由学生发起的语言学习序列

摘要 发生在传统课堂之外的语言学习已成为一个重要的研究领域。然而，如何将外部世界的活动与（正式）语言教学的教学目标和实践结合起来并不是不言而喻的。在本文中，我们通过调查来自真实世界数字语言学习环境的数据来解决这个问题，该环境将语言学习与烹饪相结合。我们的研究问题涉及参与者如何在没有语言教师指导的情况下启动和构建语言学习序列，以及他们如何在语言学习和烹饪活动之间导航。使用对话分析 (CA)，我们展示了学习者如何将他们的烹饪环境转变为基于他们自己的需求和兴趣的语言学习课程。这个过程中的关键因素包括烹饪生态系统提供的物质、符号和互动资源，以及作为知识构建和互动管理手段的同伴互动。这一分析有助于当前关于不同教学环境如何增强学生活动和自我调节的讨论。