• Login
  • Register
  • Search

A Critical Review of Socio-Interactive Practices and Personality in Adult Learners of English with Little Formal Education

Tao Tao

Abstract


This study experiences 3 steps to achieve its established goals according to Ramírez-Esparza, Harris, Hellermann, Richard, Kuhl, & Reder, (2012). First, qualitative and quantitative observational analyses are conducted (Longabaugh, 1980; Streeck & Mehus, 2005) to explore differences in socio-interactive practices between learners with little or no formal education and those with formal education in their homeland before starting ESL classrooms in USA; then, quantitative study giving learners time in each behaviour is to observe the relationships between behavioral personality and previous educational experience; Last, literacy assessment is conducted to analyse how socio-interactive practices and displays of personality relate to learners’ scores based on standardized measures.

Keywords


Review; Socio-Interactive Practices; Personality; Adult learners

Full Text:

PDF

Included Database


References


[1] Brown, D. H. (2000). Principles of language learning & teaching (4th ed.). New York: Longman.

[2] Dewaele, J.-M., & Furnham, A. (1999). Extraversion: The unloved variable in applied Linguistic research. Language learning, 49, 509-544.

[3] Dewaele, J.-M., & Furnham, A. (2000). Personality and speech production: A pilot study Of second language learners. Personality and Individual Differences, 28, 355-365.

[4] Erickson, F., & Schultz, J. (1981). When is a context? Some issues and methods in the analysis of social competence. In J. L. Green & C. Wallat (Eds.), Ethnography and language (pp. 147-160). Norwood, NJ: Ablex.

[5] Holliday, A. R. (2010). Analysing qualitative data. In A. Phakiti and B. Paltridge (eds.), Continuum Companion to Research Methods in Applied Linguistics. London: Contiunnm, pp. 98-110.

[6] Larsen-Freeman, D. (1997). Chaos/complexity science and second language acquisition, Applied Linguistics, 18, 141-165.

[7] Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

[8] Lightbown, P. M. & Spada, N. (2006). How languages are learned (3nd ed.). Oxford: Oxford University Press.

[9] Longabaugh, R. (1980). The systematic observation of behavior in naturalistic settings. In H.C. Triandis & J. W. Berry (Eds.), Handbook of cross-cultural psychology: Methodology (Vol. 2, pp. 389-444). Boston: Allyn & Bacon.

[10] Newman, D., Griffin, P., & Cole, M. (1989). The construction zone: Working for cognitive change in school. Cambridge: Cambridge University Press.

[11] Ramírez-Esparza, N., Harris, K., Hellermann, J., Richard, C., Kuhl, P., & Reder, S. (2012). Socio-Interactive Practices and Personality in Adult Learners of English with Little Formal Education. Language Learning, 62(2).

[12] Reder, S., Harris, K., & Setzler, K. (2003). The Multimedia Adult ESL Learner Corpus. TESOL Quarterly, 37, 546-557.

[13] Rogoff, B. (1990). Appenticeship in thinking: Cognitive development in social context. New York: Oxford University Press.




DOI: http://dx.doi.org/10.18686/ahe.v7i4.7262

Refbacks
Copyright © 2020 Universe Scientific Publishing. All rights reserved.