Integrating Semiotic Resources in CALL Activity Designs

Autor/inn/en	Suvorov, Ruslan; Gruba, Paul
Titel	Integrating Semiotic Resources in CALL Activity Designs
Quelle	In: Language Learning & Technology, 27 (2023) 2, S.97-117 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Semiotics; Computer Assisted Instruction; Second Language Learning; Second Language Instruction; Graduate Students; Course Descriptions; English (Second Language); Language Teachers; Preservice Teachers; Teacher Education Programs; Interdisciplinary Approach; Language Attitudes; Instructional Design; Student Attitudes; Theory Practice Relationship; Teacher Educators; Introductory Courses; Foreign Countries; Learning Activities; Computer Software; Applied Linguistics; Text Structure; Canada + Suchen Sie Ihr Suchwort? Semiotik; Computer based training; Computerunterstützter Unterricht; Zweitsprachenerwerb; Fremdsprachenunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kursstrukturplan; English as second language; English; Second Language; Englisch als Zweitsprache; Language teacher; Sprachunterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Sprachverhalten; Lesson concept; Lessonplan; Unterrichtsentwurf; Schülerverhalten; Theorie-Praxis-Beziehung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Einführungskurs; Ausland; Lernaktivität; Linguistics; Linguistik; Angewandte Linguistik; Textstruktur; Kanada
Abstract	Grounded in the three-tiered transdisciplinary SLA framework of the Douglas Fir Group (2016), we explore how the concept of 'semiotic resources' may be integrated into CALL activity designs. Starting at the macro level, we discuss how language ideology may influence where to situate semiotic resources within initial design considerations. We next move to the meso level, the site of community and social negotiation, to look at how the departmental culture and personal orientation may influence design choices. Our attention then turns to the micro level where we define the roles semiotic resources may play through concepts used in Systemic Functional Linguistics (SFL). Moving from theory to practice, we describe how 14 pre-service ESL/EFL teachers in a graduate-level course designed CALL activities. Based on an analysis of their CALL activity designs and research-informed commentaries, we show how students were concerned with designs that highlighted textual aspects of semiotic resources. Such results, not surprisingly, point to the ways macro and meso levels may influence how semiotic resources surface within micro-level activity designs. We conclude by discussing the importance of taking a transdisciplinary approach to promoting language learning as semiotic learning in CALL designs and propose several areas for future research. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: llt@hawaii.edu; Web site: https://www.lltjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01