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Comprehensible Input as Sociocognitive Alignment: A Response to Cho and Krashen (2016)

Year 2016, , 101 - 104, 17.05.2016
https://doi.org/10.32959/tojelt.229323

Abstract

A plethora of studies on how language is acquired through comprehensible inputs has generated valuable insights into language acquisition theory. Many of these studies have confirmed that humans acquire language in one way – through reading and listening. In particular, a recent study by Cho and Krashen (2016) published in this journal further confirms that the exposure to input (i.e. in the form of pleasure reading) is beneficial for attaining advanced level of language development both in a foreign and second language. While insightful, this study is highly descriptive and lacks explanatory power. In addition, it treats successful acquisition as a result of the sole contribution of mind; that is, acquisition is seen as internally driven and resides in intellectu. Thus, we need to go beyond this description. In this article, I will provide more explanation to their descriptive exposition by showing that the acquisition of both first and second language is a gradual result of “sociocognitive alignment’ (Atkinson, 2010). This is to say that multifaceted sociomaterial aspects, other than cognition, play a key role and immensely contributes to successful acquisition of language.  

References

  • Atkinson, D. (2010). Extended, embodied cognition and second language acquisition. Applied Linguistics, 31, 599-622.
  • Atkinson, D., Churchill, E., Nishino, T., & Okada, H. (2007). Aligment and interaction in a sociocognitive approach to second language acquisition. Modern Language Journal, 91, 169-188.
  • Cho, K.S. & Krashen, S. (2016). What does it take to develop a long-term pleasure reading habit? Turkish Online Journal of English Language Teaching, 1(1), 1-9.
  • Krashen, S. (2004). Applying the comprehension hypothesis: Some suggestions. The International Journal of Foreign Language Teaching, 1(1),21, 29.
  • Nishino, T. & Atkinson, D. (2015). Second language writing and sociocognitve alignment. Journal of Second Language Writing, 27, 37-54.
Year 2016, , 101 - 104, 17.05.2016
https://doi.org/10.32959/tojelt.229323

Abstract

References

  • Atkinson, D. (2010). Extended, embodied cognition and second language acquisition. Applied Linguistics, 31, 599-622.
  • Atkinson, D., Churchill, E., Nishino, T., & Okada, H. (2007). Aligment and interaction in a sociocognitive approach to second language acquisition. Modern Language Journal, 91, 169-188.
  • Cho, K.S. & Krashen, S. (2016). What does it take to develop a long-term pleasure reading habit? Turkish Online Journal of English Language Teaching, 1(1), 1-9.
  • Krashen, S. (2004). Applying the comprehension hypothesis: Some suggestions. The International Journal of Foreign Language Teaching, 1(1),21, 29.
  • Nishino, T. & Atkinson, D. (2015). Second language writing and sociocognitve alignment. Journal of Second Language Writing, 27, 37-54.
There are 5 citations in total.

Details

Primary Language English
Journal Section Commentary Article
Authors

Setiono Sugiharto

Publication Date May 17, 2016
Published in Issue Year 2016

Cite

APA Sugiharto, S. (2016). Comprehensible Input as Sociocognitive Alignment: A Response to Cho and Krashen (2016). Turkish Online Journal of English Language Teaching, 1(2), 101-104. https://doi.org/10.32959/tojelt.229323
AMA Sugiharto S. Comprehensible Input as Sociocognitive Alignment: A Response to Cho and Krashen (2016). TOJELT. May 2016;1(2):101-104. doi:10.32959/tojelt.229323
Chicago Sugiharto, Setiono. “Comprehensible Input As Sociocognitive Alignment: A Response to Cho and Krashen (2016)”. Turkish Online Journal of English Language Teaching 1, no. 2 (May 2016): 101-4. https://doi.org/10.32959/tojelt.229323.
EndNote Sugiharto S (May 1, 2016) Comprehensible Input as Sociocognitive Alignment: A Response to Cho and Krashen (2016). Turkish Online Journal of English Language Teaching 1 2 101–104.
IEEE S. Sugiharto, “Comprehensible Input as Sociocognitive Alignment: A Response to Cho and Krashen (2016)”, TOJELT, vol. 1, no. 2, pp. 101–104, 2016, doi: 10.32959/tojelt.229323.
ISNAD Sugiharto, Setiono. “Comprehensible Input As Sociocognitive Alignment: A Response to Cho and Krashen (2016)”. Turkish Online Journal of English Language Teaching 1/2 (May 2016), 101-104. https://doi.org/10.32959/tojelt.229323.
JAMA Sugiharto S. Comprehensible Input as Sociocognitive Alignment: A Response to Cho and Krashen (2016). TOJELT. 2016;1:101–104.
MLA Sugiharto, Setiono. “Comprehensible Input As Sociocognitive Alignment: A Response to Cho and Krashen (2016)”. Turkish Online Journal of English Language Teaching, vol. 1, no. 2, 2016, pp. 101-4, doi:10.32959/tojelt.229323.
Vancouver Sugiharto S. Comprehensible Input as Sociocognitive Alignment: A Response to Cho and Krashen (2016). TOJELT. 2016;1(2):101-4.