International Journal of Language and Linguistics

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An Ecosystem-Wide Study of a Complex ESL Program through Activity Theory and Semiotics

Received: 11 July 2013    Accepted:     Published: 10 August 2013
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Abstract

The purpose of this study was to investigate how a learning environment went about for second language (L2) learning. Drawing on an ecological perspective, this work conceives an after-school program aimed for promoting a group of secondary-school students’ L2 learning as an ecosystem or a whole that was highly complex due to interrelated layers of any contextualized details. In this context, to understand how a group of L2 learners regulated their L2 learning strategies in the environment became a complexity issue. To take on this challenge, this study turned to activity theory in terms of semiotics of signs to transforming any contextualized details – drawn from observations over 12 lessons – into an interwoven set of ecosystem-wide characteristics found relevant to L2 learning. The research focused on a group of four secondary-school students in Hong Kong, in an after-school home environment over 12 lessons, examining a range of teaching-learning activities. Data consisted of videotaping and field notes during and after each class based on a participant perspective through observations. As a result, the L2 learning environment was on the one hand described to be one where meaning-making signs were diversified and interrelated while maintaining their informational dynamism. On the other hand, active engagement, guidance-oriented regulation and activity aims were also found to function together progressively for (1) reaching specific L2 meaning-making goals closer and closer and (2) increasing opportunities for making meaningful contributions to each other’s mental understanding in L2.

DOI 10.11648/j.ijll.20130102.13
Published in International Journal of Language and Linguistics (Volume 1, Issue 2, July 2013)
Page(s) 54-69
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2024. Published by Science Publishing Group

Keywords

Ecological Perspective, Activity Theory, Semiotics, Second Language Learning, Complexity Management, Ecosystem

References
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[2] Bronfenbrenner, U. (1976). The experimental ecology of education. Educational Researcher, 5(9), 5–15.
[3] Bruner, J. S., & Sherwood, V. (1975). Peekaboo and the learning of rule structures. In J. S. Bruner, A. Jolly, & K. SyLantolf, J. P., & Thorne, S. L. (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.
[4] Buell, J. G. (2002). COWS in the classroom: Technology introduction and teacher change through the lens of activity theory. Retrieved from http://www.ed.uiuc.edu/meter/Documents/COWS_FollowUp.pdf
[5] Elleuch, N., Bellamine-Bensaoud, N., & Ben Ahmed, M. (2006). Designing educational systems for use: Case study of Tunisian primary schools. Information and Communication Technologies, 1(24-28), 66–71.
[6] Engeström, Y. (1987). Learning by expanding: An activity theoretical approach to developmental research. Helsinki: Orienta-KonsultitOy.
[7] Engeström, Y. (1999). Perspectives on activity theory. Cambridge: Cambridge University Press.
[8] Garner, M. (2004). Language: An ecological view. Bern: Peter Lang.
[9] Gay, G., &Hembrooke, H. (2004). Activity centered design – An ecological approach to designing smart tools and usable system. Retrieved from http://mitpress.mit.edu/books/chapters/0262072483chap1.pdf
[10] Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.
[11] Li, Y. (2013). Three ESL students writing a policy paper assignment: An activity-analytic perspective. Journal of English for Academic Purposes, 12, 73–86.
[12] Peirce, C. S. (1992). Selected philosophical writings: Vol 1. N. Houser & C. Kloesel (Eds.). Bloomington: Indiana University PrPeirce, C. S. (1998). Selected Philosophical Writings: Vol 2. N. Houser & C. Kloesel (Eds.). Bloomington: Indiana University Press.
[13] Peirce, C. S. (1998). Selected Philosophical Writings: Vol 2. N. Houser & C. Kloesel (Eds.). Bloomington: Indiana University Press.
[14] Scalon, E., & Issroff, K. (2005). Activity theory and higher education: Evaluating learning technologies. Journal of Computer Assisted Learning, 21, 430–439.
[15] Thorne, S. L. (2000). Beyond bounded activity systems: Heterogeneous cultures in instructional uses of persistent conversation. In S. Herring & T. Erickson (Eds.), The Proceedings of the Thirty-third Hawaii International Conference on Systems Science. New York: IEEE Press. Retrieved from http://language.la.psu.edu/~thorne/cmchicss33.html
[16] vanLier, L. (1996). Interaction in the language curriculum: Awareness, autonomy and authenticity. London: Longman.
[17] vanLier, L. (2004). The ecological and semiotics of language learning: A Sociocultural perspective. Dordrecht: Kluwer Academic.
[18] vanLier, L. (2007). Action-based teaching, autonomy and identity. Innovation in language learning and teaching, 1 (1), 46—56.
[19] Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
[20] Wiredu, G. O. (2004). Chapter 4: Learning as an activity. December. Retrieved from www.geocities.com/gowiredu/Theory.
[21] Wiredu, G. O. (2005). Mobile computing in work-integrated learning: Problems of remotely-distributed activities and technology use. Unpublished doctoral dissertation, University of London. http://www.lse.ac.uk/collections/informationSystems/pdf/theses/wiredu.pdf.
Author Information
  • Department of Applied Psychology, Division of Science and Technology, Beijing Normal University/Hong Kong Baptist University, United International College, 28, Jinfeng Road, Tangiawan, Zhuhai, Guangdong, China

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    Alan Wai Lun Lai. (2013). An Ecosystem-Wide Study of a Complex ESL Program through Activity Theory and Semiotics. International Journal of Language and Linguistics, 1(2), 54-69. https://doi.org/10.11648/j.ijll.20130102.13

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    Alan Wai Lun Lai. An Ecosystem-Wide Study of a Complex ESL Program through Activity Theory and Semiotics. Int. J. Lang. Linguist. 2013, 1(2), 54-69. doi: 10.11648/j.ijll.20130102.13

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    AMA Style

    Alan Wai Lun Lai. An Ecosystem-Wide Study of a Complex ESL Program through Activity Theory and Semiotics. Int J Lang Linguist. 2013;1(2):54-69. doi: 10.11648/j.ijll.20130102.13

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  • @article{10.11648/j.ijll.20130102.13,
      author = {Alan Wai Lun Lai},
      title = {An Ecosystem-Wide Study of a Complex ESL Program through Activity Theory and Semiotics},
      journal = {International Journal of Language and Linguistics},
      volume = {1},
      number = {2},
      pages = {54-69},
      doi = {10.11648/j.ijll.20130102.13},
      url = {https://doi.org/10.11648/j.ijll.20130102.13},
      eprint = {https://download.sciencepg.com/pdf/10.11648.j.ijll.20130102.13},
      abstract = {The purpose of this study was to investigate how a learning environment went about for second language (L2) learning. Drawing on an ecological perspective, this work conceives an after-school program aimed for promoting a group of secondary-school students’ L2 learning as an ecosystem or a whole that was highly complex due to interrelated layers of any contextualized details. In this context, to understand how a group of L2 learners regulated their L2 learning strategies in the environment became a complexity issue. To take on this challenge, this study turned to activity theory in terms of semiotics of signs to transforming any contextualized details – drawn from observations over 12 lessons – into an interwoven set of ecosystem-wide characteristics found relevant to L2 learning. The research focused on a group of four secondary-school students in Hong Kong, in an after-school home environment over 12 lessons, examining a range of teaching-learning activities. Data consisted of videotaping and field notes during and after each class based on a participant perspective through observations. As a result, the L2 learning environment was on the one hand described to be one where meaning-making signs were diversified and interrelated while maintaining their informational dynamism. On the other hand, active engagement, guidance-oriented regulation and activity aims were also found to function together progressively for (1) reaching specific L2 meaning-making goals closer and closer and (2) increasing opportunities for making meaningful contributions to each other’s mental understanding in L2.},
     year = {2013}
    }
    

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