BibTex RIS Kaynak Göster

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

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

Öz

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.  

Kaynakça

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

Öz

Kaynakça

  • 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.
Toplam 5 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Commentary Article
Yazarlar

Setiono Sugiharto

Yayımlanma Tarihi 17 Mayıs 2016
Yayımlandığı Sayı Yıl 2016

Kaynak Göster

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. Mayıs 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, sy. 2 (Mayıs 2016): 101-4. https://doi.org/10.32959/tojelt.229323.
EndNote Sugiharto S (01 Mayıs 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, c. 1, sy. 2, ss. 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 (Mayıs 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, c. 1, sy. 2, 2016, ss. 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.