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Emotion and cognition in action: An ethnographic microanalysis of elderly language learners and their teacher.

机译：行动中的情感与认知：对老年语言学习者及其老师的人种学微观分析。

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摘要

This dissertation develops an empirical basis for the notion that entry points to cognition in adult second language (L2) learning are organized by emotional displays situated in real time learning. Specifically it examines the affective practices and forms of thinking that elderly participants use to manage and make sense of classroom events. As a case study of situated emotion and cognition among a group of elderly language learners and their teacher, this investigation provides a detailed ethnographic and talk-in-interaction analysis of classroom interaction and engagement with spoken and written foreign language Spanish. Several questions guide this qualitative investigation more generally. How is emotion situated in everyday classroom activities and when is it more prevalent? How do classmates and the teacher respond to affective displays? How do subjects manage communicative difficulty as opposed to triumphs, and what kind of meaning or understandings do they attribute to these events? What are possible neural substrates of the observed behavioral patterns and how might current brain research help us understand such interactive patterns? What implications do findings have for language practitioners and learners of different ages? In this study, ethnographic and conversation analytic methods are used to document classroom conduct as well as participant perspectives related to such conduct, with the goal of addressing the above questions. The project consists of seven months of fieldwork in an informal second language Spanish class at a community-based center for seniors in the greater Los Angeles area; the result of which is almost 30 hours of participant observation and video documenting everyday classroom interactions and 10 hours of audio recorded interviews.;This dissertation has at its core, the idea that an important dimension of emotion is its dialogic quality and dependence on the social environment for meaning. Such qualities are visible and audible for example in social emotions such as affective stance, empathy and in behaviors such as laughter (Linell, 2009). First, it sheds light on activities and participation structures that are commonly invoked in the setting and explores the subjects' motives for learning another language. Second, it illustrates how multi-modal affective displays acquire their significance and function from interactive exchanges between peers in the classroom and from broader contexts including past experience. For example, laughter acquires variable function and meaning, but may play a central role in inviting affective involvement and directing particular attention to language use. How attention is affectively organized in language learning has implications for the accomplishment of communicative goals, and for the shaping of activities to fit needs and desires (Kramsch, 2009a).;Next, this report reveals that affective displays play a central role in how activities are organized and in the learning environment that is established. This is important given that theoretically speaking, threats to self-image may generate perceptions that positively or negatively impact engagement or action tendencies in children and young adult learners of second languages (Schumann, 2001a, Schumann et al., 2004; Horwitz et al., 1986; Guiora, 1983). In this case, whether or not participants are vulnerable to image threat, and how they manage experiences is constrained by a complex intermix of variables. Finally, subjects are found to process experiences in ways that require the use of a broad knowledge base, invoking emotions that are relevant to their collective and individual purposes and needs. Selected research in neurobiology is used to develop one or two hypotheses about the neural substrates underlying the observed patterns of behavior. This report discusses how emotion is necessary for decision making in language learning and reveals how thinking may be dependent on one's stage of life and the learning situation one is more likely to encounter in such a stage. A range of social scientific, neurobiological and psychological literature is consulted throughout this dissertation with the goal of explaining findings and increasing our knowledge of a poorly studied age group. In all, this project sheds light on situated emotion in real time language learning (the good, the bad and the ugly), its variable role in smoothing interactions and its meaning potential across different contexts.;Such a study of social interaction in the classroom has implications for our understanding of how emotion is situated in culturally specific ways through and for language learning across the life span and how affective displays are used tactically to achieve local and broad goals. It also has implications for language practitioners and learners looking to emphasize and use facilitative emotion (Dewaele, 2011; Pavlenko, 2005) and for those looking to understand how emotion awareness can be exploited as part of teaching and learning praxis (Kinginger, 2004; MacIntyre, 2002).
机译：本论文为成人第二语言（L2）学习的认知切入点是由实时学习中的情感展示来组织的这一概念提供了经验基础。具体来说，它研究了老年参与者用来管理和理解课堂活动的情感实践和思维方式。作为对一组老年语言学习者及其老师之间的情境和认知的个案研究，本次调查提供了详细的人种学和言语交际分析，以分析课堂互动和口头和书面外语西班牙语的互动。几个问题更普遍地指导了这种定性研究。情感在日常课堂活动中如何体现？何时更普遍？同学和老师如何应对情感展示？主体如何应对与胜利相对的沟通困难，以及他们归因于这些事件的什么样的意义或理解？观察到的行为模式的可能神经底物是什么？当前的大脑研究如何帮助我们理解这种互动模式？研究结果对不同年龄的语言从业者和学习者有什么影响？在这项研究中，人种学和会话分析方法用于记录课堂行为以及与行为相关的参与者观点，目的是解决上述问题。该项目包括在大洛杉矶地区一个社区中心的非正式中心的七个月的非正式第二语言西班牙语课堂中的实地调查；其结果是近30个小时的参与者观察和视频记录了日常课堂互动以及10个小时的录音采访。本论文的核心思想是，情感的重要方面是其对话质量和对社会的依赖意义的环境。例如，在社交情感（如情感姿态，同情心）和行为（如笑声）中，此类特质是可见和可听的（Linell，2009）。首先，它阐明了环境中通常调用的活动和参与结构，并探讨了受试者学习另一种语言的动机。其次，它说明了多模式情感展示如何通过教室中同伴之间的互动交流以及更广泛的环境（包括过去的经验）来获得其意义和功能。例如，笑声具有可变的功能和含义，但在邀请情感参与和特别注意语言使用方面可能发挥核心作用。在语言学习中如何有效地进行注意力注意力安排，对沟通目标的实现以及适应需求和欲望的活动的形成有影响（Kramsch，2009a）；接下来，本报告揭示了情感展示在活动中起着核心作用在已建立的学习环境中进行组织。考虑到从理论上讲，对自我形象的威胁可能会产生认知，这种认知会正面或负面影响第二语言的儿童和成年学习者的交往或行动倾向（Schumann，2001a，Schumann et al。，2004; Horwitz et al。 ，1986；圭奥拉，1983）。在这种情况下，参与者是否容易受到图像威胁，以及他们如何管理体验受到变量复杂混合的制约。最后，发现受试者以需要使用广泛的知识基础的方式处理经验，并激发与其集体和个人目的及需求相关的情绪。神经生物学的选定研究用于建立关于观察到的行为模式基础的神经基质的一两个假设。该报告讨论了情感对于决策语言学习的必要性，并揭示了思维如何可能取决于一个人的生活阶段，以及在这一阶段中人们更可能遇到的学习情况。在整个论文中，参考了一系列社会科学，神经生物学和心理学文献，目的是解释研究结果并增加我们对一个学习不足的年龄组的了解。总而言之，该项目揭示了实时语言学习中的情境情感（好，坏和丑陋），其在平滑交互中的可变作用及其在不同环境下的潜在意义。这对我们了解情感如何贯穿整个生命的特定文化方式以及贯穿整个生命的语言学习以及对如何有效地运用情感展示来实现本地目标和广泛目标具有重要意义。这对希望强调和使用促进性情感的语言从业者和学习者也有影响（Dewaele，2011; Pavlenko（2005年），以及那些希望了解如何在教学实践中利用情感意识的人（Kinginger，2004年； MacIntyre，2002年）。

著录项

  • 作者

    Amador, Laura.;

  • 作者单位

    University of California, Los Angeles.;

  • 授予单位 University of California, Los Angeles.;
  • 学科 Sociology Sociolinguistics.;Education Pedagogy.;Education Foreign Language.
  • 学位 Ph.D.
  • 年度 2014
  • 页码 208 p.
  • 总页数 208
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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