Student Artifacts as Language Learning Materials: A New Materialist Analysis of South Korean Job Seekers' Student-Generated Materials Use

Autor/inn/en	Kim, Miso; Canagarajah, Suresh
Titel	Student Artifacts as Language Learning Materials: A New Materialist Analysis of South Korean Job Seekers' Student-Generated Materials Use
Quelle	In: Modern Language Journal, 105 (2021), S.21-38 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0026-7902
DOI	10.1111/modl.12686
Schlagwörter	Second Language Learning; Second Language Instruction; Teaching Methods; Instructional Materials; Language Tests; Standardized Tests; Scores; Social Influences; Social Values; Student Developed Materials; Employment Interviews; Business Administration; Classroom Communication; Communication Strategies; Outcomes of Education; Foreign Countries; English (Second Language); Resumes (Personal); Personal Narratives; Video Technology; Newspapers; South Korea + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Language test; Sprachtest; Standadised tests; Standardisierter Test; Sozialer Einfluss; Sozialer Wert; Employment interview; Employment interviewing; Einstellungsgespräch; Bewerbungsgespräch; Business economics; Betriebswirtschaft; Klassengespräch; Kommunikationsstrategie; Lernleistung; Schulerfolg; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Lebenslauf; Erlebniserzählung; Newspaper; Zeitung; Korea; Republik
Abstract	South Korean job seekers face pressure to produce high scores on standardized English tests, which leads to the prominence of test-oriented pedagogy. Though recent scholarship illustrates how materials reflect the values of society and how these are negotiated in classrooms it has mainly analyzed preexisting published books, leaving the potential of student-generated materials (SGMs) underexplored. By using a new materialist perspective (Canagarajah, 2018a; Toohey, 2019), this study: (1) investigates how language learning and teaching activities are distributed across SGMs, learners, and classroom resources; and (2) what emerges from the intra-actions of the participants and the resources during and after an 8-week SGM program. Two participants used business presentation materials, job interview questions, résumés, newspaper articles, and YouTube clips as SGMs. Qualitative thematic analysis of their SGMs, interviews, narratives, field notes, and classroom interaction indicated that the participants' second-language (L2) activities with SGMs were distributed across diverse material resources and communication strategies. Their pedagogical outcomes from the SGM-mediated activities were synergistic, and not reducible to a disembodied cause-and-effect analysis. The findings suggest the potential of SGMs for learners to take advantage of distributed L2 repertoires and create new learning opportunities. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01