Student Artifacts as Language Learning Materials: A New Materialist Analysis of South Korean Job Seekers’ Student‐Generated Materials Use,The Modern Language Journal

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Student Artifacts as Language Learning Materials: A New Materialist Analysis of South Korean Job Seekers’ Student‐Generated Materials Use
The Modern Language Journal ( IF 4.7 ) Pub Date : 2021-03-11 , DOI: 10.1111/modl.12686
MISO KIM ₁ , SURESH CANAGARAJAH ₂

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South Korean job seekers face pressure to produce high scores on standardized English tests, which leads to the prominence of test‐oriented pedagogy. Though recent scholarship illustrates how materials reflect the values of society and how these are negotiated in classrooms it has mainly analyzed preexisting published books, leaving the potential of student‐generated materials (SGMs) underexplored. By using a new materialist perspective (Canagarajah, 2018a; Toohey, 2019), this study (a) investigates how language learning and teaching activities are distributed across SGMs, learners, and classroom resources and (b) what emerges from the intra‐actions of the participants and the resources during and after an 8‐week SGM program. Two participants used business presentation materials, job interview questions, résumés, newspaper articles, and YouTube clips as SGMs. Qualitative thematic analysis of their SGMs, interviews, narratives, field notes, and classroom interaction indicated that the participants’ second‐language (L2) activities with SGMs were distributed across diverse material resources and communication strategies. Their pedagogical outcomes from the SGM‐mediated activities were synergistic, and not reducible to a disembodied cause‐and‐effect analysis. The findings suggest the potential of SGMs for learners to take advantage of distributed L2 repertoires and create new learning opportunities.

中文翻译：

学生文物作为语言学习材料：对韩国求职者学生生成的材料使用的新唯物主义分析

韩国求职者面临在标准化英语考试中取得高分的压力，这导致以考试为导向的教学法的突出地位。尽管最近的奖学金说明了材料如何反映社会的价值以及如何在课堂上进行谈判，但它主要分析了已存在的已出版书籍，而未充分挖掘学生创作材料（SGM）的潜力。通过使用新的唯物主义视角（Canagarajah，2018a; Toohey，2019），本研究（a）研究了语言学习和教学活动如何在SGM，学习者和课堂资源之间分配，以及（b）从为期8周的SGM计划期间和之后的参与者和资源。两名参与者使用了业务演示材料，工作面试问题，简历，报纸文章，和YouTube剪辑作为SGM。对他们的SGM，访谈，叙述，现场笔记和课堂互动的定性主题分析表明，参与者与SGM的第二语言（L2）活动分布在各种物质资源和沟通策略中。他们在SGM介导的活动中的教学成果具有协同作用，无法简化为无形的因果分析。研究结果表明，SGMs对于学习者来说具有利用分布式L2曲目库的潜力并创造新的学习机会的潜力。他们在SGM介导的活动中的教学成果具有协同作用，无法简化为无形的因果分析。研究结果表明，SGMs对于学习者来说具有利用分布式L2曲目库的潜力并创造新的学习机会的潜力。他们在SGM介导的活动中的教学成果具有协同作用，无法简化为无形的因果分析。研究结果表明，SGMs对于学习者来说具有利用分布式L2曲目库的潜力并创造新的学习机会的潜力。

更新日期：2021-03-11

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