ABSTRACT

This coda begins by briefly discussing the constructs at the heart of this special issue – materials use, classroom discourse, materiality, and materials – highlighting how the compilation contributes to the expanding definition of language learning and teaching materials. I then discuss two interrelated guiding questions of this compilation – how materials and discourse influence one another – and posit that an important first step for the field is conceptualising the nature of materials-in-interaction (i.e., the materials-discourse interface). The majority of the article then goes on to explore three ways of (re)conceptualising and studying materials use with a focus on the materials-interaction interface, examples of which are identifiable across the empirical articles of the issue. These include reconceptualizations of ‘materials use’ as: 1) assemblages, 2), ‘grammars of action’ and 3) ‘phenomenological activity’. The first two are somewhat novel concepts in language education research. The third, ‘activity’, is a ‘common sense’ construct in the field which has surprising not been well defined from an empirical, ‘phenomenological’, and ‘theoretically neutral’ perspective. The article concludes with a brief discussion about aspects of ‘materials use’ that are evident in all three conceptualisations of materials-in-interaction.

摘要

该结尾首先简要讨论了本期特刊的核心结构——材料使用、课堂话语、物质性和材料——重点介绍了汇编如何有助于扩大语言学习和教学材料的定义。然后，我讨论了本汇编中两个相互关联的指导性问题——材料和话语如何相互影响——并假设该领域重要的第一步是概念化交互材料的性质（即材料-话语界面）。然后，文章的大部分内容继续探索（重新）概念化和研究材料使用的三种方法，重点是材料交互界面，在该问题的实证文章中可以识别其中的示例。其中包括将“材料使用”重新定义为：1）组合，2）“动作语法”和3）“现象学活动”。前两个是语言教育研究中有些新颖的概念。第三个，“活动”，是该领域的“常识”构造，令人惊讶的是，它没有从经验、“现象学”和“理论上中立”的角度很好地定义。文章最后简要讨论了“材料使用”的各个方面，这些方面在材料相互作用的所有三个概念中都很明显。