Questions for Doug
Is the “historical construction” of TELL/SLA how the story of TELL/SLA unfolds from the literature? I’m guessing this choice of words is due to the theoretical framework.
How is it that CALL has been slow to react to SLA research? It seems like the computer stuff would be out front the rest of the field. Got the answer as I read.
Why was there so much diversity in theories of SLA?
How does conversation analysis treat situations in which someone isn’t proficient in the language of the conversation? Saw one idea of p. 27.
What is “lowering the affective filter” from a DP perspective?
Does learning a language in SL reduce the ability of students to, for example, read and write in the second language?
How do people do culture in SL?
Are there any easily applicable practices you recommend based on your study for classroom Spanish teachers?
“post-structuralists rarely have to show “how their perspective might apply to what is happening right now, on the ground, in this very conversation” (1998, p. 395), and when they do, the paucity of their praxiological relevance becomes apparent.”
I don’t understand this, and if I do, it seems this statement is guilty of its own accusation. Can I get an example? Even a vague one.
Online Death Studies
How did you find this topic?
“Newcomers continued their accounts through descriptions of their uncontrollable emotional and physical symptoms, which worked to display affiliation with members of the group and to make the case for their legitimate entry.”
How was this displaying affiliation? Is the proof for this statement that their posts were responded to by veteran members of the group?
Interesting: troubles-telling vs. asking for advice/help. You get empathy instead of advice. That’s what people want!
Also the “doing being ordinary” was interesting to me. The online forum is a way to do being ordinary because the context is different from real life.
Health class study
I’m still not totally comfortable with the idea of learning from a DP perspective. Can you give another explanation? Is it more about use and conditional application of discourses?
Is it in the DART that you help novice DPers figure out what all people are doing with their utterances? I can’t imagine a doctoral candidate who only took DA could possibly know all the previous findings related to types of conversational moves. Maybe someone has a little pamphlet or book that lists all these things? That would be neat.
I’ve always been curious how do you cite something in press. I mean, how do you have access to it? I’ve always thought, oh, the author must know that person personally or have communicated with them personally to get that manuscript.
Both types of post used devices to reduce accountability in one way or another. What can teachers do to increase students taking responsibility for what they say and purport to know? Or does all accountability breed some kind of attempt to reduce responsibility?
I really enjoyed this article. Do you think the Arminem (2005) is a good overview of class activities or how people “do” schooling?