This chapter suggests further ways that Practice Theory can be applied to understanding language teaching and learning. In particular, the author contends that more work is needed to describe the configuration of discursive resources in practices in foreign language communities in order to design effective pedagogies and assessments. In addition,…

This chapter is framed by the three questions related to learning in Practice Theory posed by Johannes Wagner (2008): (1) What is learned?; (2) Who is learning?; and (3) Who is participating in the learning? These questions are addressed in two learning theories: Language Socialization and Situated Learning theory. In Language Socialization, the…

Suggests that a structuralist separation of rules and lexicon from actual language seems to be a barrier to learning. Rather than viewing language as merely a system of rules and a dictionary, definable apart from context, it should be considered as a form of being in the world, and teaching methods should be compatible with such a view. (SL)

Considers the acquisition of native language and foreign language as complementary aspects of one basic cognitive-affective schema, interacting and conflicting with each other in a variety of ways. In addition, an illumination of the psychological processes impinging on one can shed light, in a reciprocal way, on the other. (SL)

Examined the magnitude of the contributions that motivation and attitudes make to achievement in the second language in he research conducted by Gardner and associates. Meta-analysis indicates the relationship of second language achievement to the five attitude/motivation variables from Gardner's socioeductional model. (Author/VWL)

Intermediate-level English as a second language students were examined for levels of reading comprehension. Half of each group (experimental and control) received more complete versions of test passages than the other half, and the experimental group was taught appropriate cultural background information between tests. Background knowledge did…