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International Review of Applied Linguistics in Language Teaching

Ed. by Jordens, Peter / Roberts, Leah

IMPACT FACTOR increased in 2015: 0.800
Rank 72 out of 179 in category Linguistics in the 2015 Thomson Reuters Journal Citation Report/Social Sciences Edition

SCImago Journal Rank (SJR) 2015: 0.911
Source Normalized Impact per Paper (SNIP) 2015: 0.965
Impact per Publication (IPP) 2015: 0.860

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Doing being a foreign language learner in a classroom: Embodiment of cognitive states as social events

Junko Mori1 / Atsushi Hasegawa2

1University of Wisconsin-Madison. 〈

2University of Wisconsin-Madison. 〈

Citation Information: IRAL - International Review of Applied Linguistics in Language Teaching. Volume 47, Issue 1, Pages 65–94, ISSN (Online) 1613-4141, ISSN (Print) 0019-042X, DOI: 10.1515/iral.2009.004, April 2009

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Encountering trouble producing a word in the midst of a turn at talk is an everyday experience for foreign language learners. By employing conversation analysis (CA) as a central tool for analysis, the current study explores how students undertake a range of word searches while they organize a pair work session designed for the purpose of language learning. The analysis demonstrates how the learners simultaneously employ structurally different kinds of semiotic resources, such as language, body, and the structures of their textbooks and notebooks for language learning. The close explication of the ways in which cognitive states are embodied, displayed, and treated by the two students during the word search sequences reveals how they conduct indigenous assessment of each other's knowledge while “doing being a foreign language learner in a classroom.”

Citing Articles

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