Natural Pedagogy in Second Language Learning and Teaching

Autor/inn/en	Atkinson, Dwight; Shvidko, Elena
Titel	Natural Pedagogy in Second Language Learning and Teaching
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 53 (2019) 4, S.1083-1114 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.538
Schlagwörter	Second Language Learning; Second Language Instruction; Teaching Methods; Nonverbal Communication; Classrooms; Instructional Innovation + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Non-verbal communication; Nonverbale Kommunikation; Classroom; Klassenraum; Educational Innovation; Bildungsinnovation
Abstract	This article introduces the concept of "natural pedagogy" (NP) as a tool for envisioning and enacting second language learning and teaching. Currently popular in the social and cognitive sciences, NP theory holds that much adaptive human behavior is too complex and nontransparent to learn via observation, imitation, and trial-and-error alone: Something extra is needed. NP employs humans' remarkable "hyperprosocial" capacities/tools for interaction (e.g., gesture, gaze, facial expression, body movement, language) to effect "teaching-based learning." NP's appearance in the hominin lineage likely predated humans; it is probably therefore the original form of teaching-based learning. A much more recent invention--the classroom--is often portrayed as separated from the rest of the world in order to enable teaching-based learning. Yet the interactional tools of NP occur pervasively in classrooms as well, making classrooms in this sense substantially continuous with the rest of the world. In both cases, according to the argument developed here, our evolved communicative toolkit underlies teaching-based learning. This article is primarily conceptual in nature, representing a new departure in the TESOL field. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01