Ortega, L. (2009). Social dimensions of L2 learning. In Understanding second
language acquisition (pp. 216 - 241). London: Hodder Education
Annotated Bibliography
In Dr. Ortega’s book, Understanding Second Language Acquisition, Chapter 10 “Social dimensions of L2 learning”, she discusses the goal of identifying universal patterns in the acquisition of learning a second language. Ortega explains that second language acquisition (SLA) is a process, and it cannot be directly mapped out. Although, Ortega describes that proficient learners had similar characteristics such as incorporating social interactions. Supporting Ortega's idea is the research by Lev Vygotsky and the Sociocultural theory. The central concepts from Vygotsky's sociocultural theory relevant were language as a symbolic tool; social, private and inner speech; and the emergence of self-regulation. A theme that emerge in Ortega's chapter was the concept that learning a second language supported by activities incorporating such as thinking and speaking promotes improvement towards self-regulation for the future. Another significant factor discussed is optimal feedback defined as graduated and contingent. Graduated implies that feedback begins as implicit prompts and promotes student's self-discovery. Contingent feedback is reducing feedback once the novice displays signs of self-control and functioning independence. A third factor was language socialization theory and discusses the relationship between language learning and social learning. This relationship implies that through social activities with beginners and experts lead to improved language knowledge and membership and legitimacy among groups. The significance of this promotes collaboration amongst students and learners gain knowledge of saying, doing, and being.
The reading this week I felt was packed full of relevant information. I recall as a student in school, and there was little or no collaboration. I found it interesting that SLA is successful when utilizing social activities to learn the language and its culture.
In Dr. Ortega’s book, Understanding Second Language Acquisition, Chapter 10 “Social dimensions of L2 learning”, she discusses the goal of identifying universal patterns in the acquisition of learning a second language. Ortega explains that second language acquisition (SLA) is a process, and it cannot be directly mapped out. Although, Ortega describes that proficient learners had similar characteristics such as incorporating social interactions. Supporting Ortega's idea is the research by Lev Vygotsky and the Sociocultural theory. The central concepts from Vygotsky's sociocultural theory relevant were language as a symbolic tool; social, private and inner speech; and the emergence of self-regulation. A theme that emerge in Ortega's chapter was the concept that learning a second language supported by activities incorporating such as thinking and speaking promotes improvement towards self-regulation for the future. Another significant factor discussed is optimal feedback defined as graduated and contingent. Graduated implies that feedback begins as implicit prompts and promotes student's self-discovery. Contingent feedback is reducing feedback once the novice displays signs of self-control and functioning independence. A third factor was language socialization theory and discusses the relationship between language learning and social learning. This relationship implies that through social activities with beginners and experts lead to improved language knowledge and membership and legitimacy among groups. The significance of this promotes collaboration amongst students and learners gain knowledge of saying, doing, and being.
The reading this week I felt was packed full of relevant information. I recall as a student in school, and there was little or no collaboration. I found it interesting that SLA is successful when utilizing social activities to learn the language and its culture.
Personal Reflection: