The Smartphone as a Personal Cognitive Artifact Supporting Participation in Interaction,The Modern Language Journal

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The Smartphone as a Personal Cognitive Artifact Supporting Participation in Interaction
The Modern Language Journal ( IF 4.7 ) Pub Date : 2021-03-04 , DOI: 10.1111/modl.12697
LAURA E. EILOLA ₁ , NIINA S. LILJA ₁

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This article uses multimodal conversation analysis to investigate how the smartphone as a personal cognitive artifact features in second language (L2) use and learning. The data come from a pedagogical intervention that was organized as part of an integration learning course for adult L2 students with emerging literacy. The purpose of the intervention was to guide the students to participate in everyday interactions outside the language classroom and to learn from them. The analysis concentrates on a focal student's smartphone use during different phases of the intervention and offers a detailed account of how the smartphone provides affordances for the student to formulate recognizable social actions and participate in different phases of the pedagogical activity. The analysis adds to our current understanding of the role of mobile technology in L2 learning and illustrates how experiential pedagogy supports language learning as social activity. The findings can be used in designing pedagogical practices that support L2 students to develop their interactional competences on the basis of their own needs and goals.

中文翻译：

智能手机作为支持参与互动的个人认知工具

本文使用多模式对话分析来研究作为第二种语言（L2）使用和学习的智能手机作为个人认知人工制品的功能。数据来自教学干预，该干预是针对具有新兴识字能力的成年L2成年学生的整合学习课程的一部分而组织的。干预的目的是引导学生参与语言教室之外的日常互动并向他们学习。该分析集中于在干预的不同阶段中重点学生的智能手机使用情况，并详细说明了智能手机如何为学生提供能力以制定可识别的社交行为并参与教学活动的不同阶段。该分析增加了我们对移动技术在L2学习中的作用的当前理解，并说明了经验教学法如何支持语言学习作为一种社交活动。这些发现可用于设计教学实践，以支持L2学生根据自己的需求和目标发展自己的互动能力。

更新日期：2021-03-25

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