The author would like to thank the anonymous reviewers for their insightful comments on earlier versions of this article.
Social-Cultural-Historical Contradictions in an L2 Listening Lesson: A Joint Activity System Analysis
Article first published online: 26 JUL 2011
© 2011 Language Learning Research Club, University of Michigan
Volume 61, Issue 3, pages 820–867, September 2011
How to Cite
Cross, J. (2011), Social-Cultural-Historical Contradictions in an L2 Listening Lesson: A Joint Activity System Analysis. Language Learning, 61: 820–867. doi: 10.1111/j.1467-9922.2011.00658.x
- Issue published online: 3 AUG 2011
- Article first published online: 26 JUL 2011
- Revised version accepted 4 November 2009
- joint activity system;
- L2 listening;
- neo-Vygotskian theory;
Informed and inspired by neo-Vygotskian theory, this article outlines a study exploiting a contemporary conceptualization of Wells's (2002) joint activity system model as an exploratory framework for examining and depicting the social-cultural-historical contradictions in second-language (L2) learners’ joint activity. The participants were a pair of advanced-level Japanese English-as-a-foreign-language learners, and their joint activity was the focus of analysis in a lesson they completed together, which was based on a pedagogical cycle aimed at developing their metacognition of L2 listening. To address the various dimensions depicted in the joint activity system model utilized, data from written journals, interviews, and dialogue were analyzed. The analysis explored the learners’ motives, history and beliefs, pair work, goals, and pattern of interaction in order to identify the social-cultural-historical contradictions shaping their development of metacognition of L2 listening. The joint activity system analysis illustrated that a number of social-cultural-historical contradictions were both driving and inhibiting learners’ metacognitive development.