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A Systems Approach to Language PedagogyInteraction in the Language Classroom: A Systems Approach

A Systems Approach to Language Pedagogy: Interaction in the Language Classroom: A Systems Approach [Interaction has long been considered to be one of the key factors in language learning and teaching. Previous studies have investigated how interaction influences second or foreign language (L2) development in the language classroom; however, the nature of “interaction” itself is still elusive. This lack of a holistic picture makes it difficult to apply research findings in the classroom. Here, we attempt to clarify the system of the interactive language classroom, especially by applying a soft systems approach. First, we propose that interaction can be defined as a system consisting of the two core elements: tasks and participants. Assuming that language pedagogy is a human activity system, we argue that interaction can be viewed as something created through the negotiation of worldviews among the class participants. We then demonstrate how participants’ worldviews can affect decision-making processes in the classroom, specifically by exemplifying two core values of interaction: cooperation and collaboration. We believe that this attempt to understand interaction from a systems approach has the potential to help practitioners realize meaningful interaction in their own unique classrooms.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Systems Approach to Language PedagogyInteraction in the Language Classroom: A Systems Approach

Part of the Translational Systems Sciences Book Series (volume 17)
Editors: Tajino, Akira
Kato, Yoshitaka; Dalsky, David
Springer Journals — Apr 6, 2019
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11 pages

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Publisher
Springer Singapore
Copyright
© Springer Nature Singapore Pte Ltd. 2019
ISBN
978-981-13-6271-2
Pages
121 –132
DOI
10.1007/978-981-13-6272-9_9
Publisher site
See Chapter on Publisher Site

Abstract

[Interaction has long been considered to be one of the key factors in language learning and teaching. Previous studies have investigated how interaction influences second or foreign language (L2) development in the language classroom; however, the nature of “interaction” itself is still elusive. This lack of a holistic picture makes it difficult to apply research findings in the classroom. Here, we attempt to clarify the system of the interactive language classroom, especially by applying a soft systems approach. First, we propose that interaction can be defined as a system consisting of the two core elements: tasks and participants. Assuming that language pedagogy is a human activity system, we argue that interaction can be viewed as something created through the negotiation of worldviews among the class participants. We then demonstrate how participants’ worldviews can affect decision-making processes in the classroom, specifically by exemplifying two core values of interaction: cooperation and collaboration. We believe that this attempt to understand interaction from a systems approach has the potential to help practitioners realize meaningful interaction in their own unique classrooms.]

Published: Apr 6, 2019

Keywords: Interaction; A systems approach; Worldview; Value; Cooperation; Collaboration

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