Ecosystem-Wide Characteristics of an ESL Environment in Situ: An Affordance-Semiotics Perspective

Alan Wai Lun Lai

doi:doi:10.11648/j.ijll.20130104.11

| Peer-Reviewed

Ecosystem-Wide Characteristics of an ESL Environment in Situ: An Affordance-Semiotics Perspective

Alan Wai Lun Lai

Published in International Journal of Language and Linguistics (Volume 1, Issue 4)

Received: 8 August 2013 Published: 20 October 2013

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

Investigating the phenomenon of how a learning environment affords opportunities for individual learners to learn has recently become an increasing interest among researchers of applied linguistics and psychology. Traditional perspective in this regard has tended to limit the phenomenon to the environment’s rigid conditions and novices’ controlled responses; less attention has been given to exploring the potential light that broader strategies from other academic approaches may shed upon emergent relationships between the ever-changing environment and developing actions. With this trend in mind, this paper takes an ecological model based on the theory of affordances and semiotics of signs– a scope of epistemological thinking that conceives the inquiry as a second language (L2) learning ecology or an environmental system to supporting L2 learning actions. Upon this orientation, emphasis is placed on discovering actions situated in their original context (or in situ) and then the emergence of “ecosystem-wide characteristics”. By “ecosystem” it is meant that all interrelated levels of contexts are fundamental to the nature of connecting students to L2 learning. The research focused on a group of four secondary-school students in Hong Kong, in an after-school ESL (English as a second language) program over 12 lessons, examining a range of teaching-learning activities. In this paper, the ecology concerned is of informational signs interlocked for meaning-making purposes; one where signs flowed along direct and immediate perception-action heuristics for achieving L2 learning goals. Drawing upon the notion of “education-friendliness” (i.e., providing students with greater access to diverse sources of information for learning), there are implications for educational practitioners to use real-world engagement that is likely to tap students’ creativity and ignite motivational sparks for using L2 to understand the world more actively and strategically.

Published in	International Journal of Language and Linguistics (Volume 1, Issue 4)
DOI	10.11648/j.ijll.20130104.11
Page(s)	75-89
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2013. Published by Science Publishing Group

Keywords

Ecological Perspective. Affordances, Semiotics, Second Language Learning, Situativeness, Ecosystem-Wide Characteristics, Edu-Friendliness

References

[1]	Brine, J., & Franken, M. (2006). Students’ perceptions of a selected aspect of a computer mediated academic writing program: An activity theory analysis. Australasian Journal of Educational Technology, 22(1), 21–38.
[2]	Bronfenbrenner, U. (1976). The experimental ecology of education. Educational Researcher, 5(9), 5–15.
[3]	Bronfenbrenner, U. (1999). Growing chaos in the lives of children youth and families: How can we turn it around? Retrieved from http://parenthood.library.wisc.edu/Bronfenbrenner/Bronfenbrenner.html
[4]	Buell, J. G. (2002). COWS in the classroom: Technology introduction and teacher change through the lens of activity theory. Retrieved from http://www.ed.uiuc.edu/meter/Documents/COWS_FollowUp.pdf
[5]	Chemero, A. (2006). Information and direct perception: a new approach. In P. Farias& J. Queiroz (Eds.), Advanced Issues on Cognitive Science and Semiotics (pp. 75–93). Maastricht, Netherlands: Shaker.
[6]	Cindy (2007). Opening doors. Your ghost stories. Retrieved from http://www.yourghoststories.com/real-ghost-story.php?story=543
[7]	Dodson, S, I., Allen, T. F. H., Ives, A. R., Jeanne, R. L., Kitchell, J. F. Langston, N. E., & Turner, M. G. (1998). Ecology. New York: Oxford University Press.
[8]	Gibson, J. J. (1979). An ecological approach to perception. Boston: Houghton Mifflin.
[9]	Gibson, J. J. (1986). The ecological approach to visual perception. Hillsdale, NJ: Lawrence Erlbaum Associates.
[10]	Greeno, J. G. (1994). Gibson’s affordances. Psychological Review, 101(2), 336–342.
[11]	Lai, A. (2013). An Ecosystem-wide study of a complex ESL program through activity theory and semiotics. International Journal of Language and Linguistics, 1(2) 54-69.
[12]	Langton, C. G. (1990). Computation at the edge of chaos: Phase transitions and emergent computation. Physica D: Nonlinear Phenomena, 42(1–3), 12–37.
[13]	Garner, M. (2004). Language: An ecological view. Bern: Peter Lang.
[14]	Jones, K. (2003). What is an affordance? Ecological Psychology, 15(2), 107–114.
[15]	Gibson, E. J. & Pick, A. D. (2000). An ecological approach to perceptual learning and development. New York: Oxford University Press.
[16]	Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.
[17]	Nguyen, H. T., & Kellogg, G. (2005). Emergent identities in on-line discussions for second language learning. The Canadian Modern Language Review. 62(1), 111–136.
[18]	Norman, D. A. (1988). The psychology of everyday things. New York: Basic Books.
[19]	Özad, B. E., &Kutoğlu, Ü. (2004). EFL students use of technology in the presentations. The Turkish Online Journal of Educational Technology. TOJET, 3(2), Article 3. Retrieved from http://www.tojet.net/articles/v3i2/323.pdf
[20]	Peng, J. E. (2011). Changes in language learning beliefs during a transition to tertiary study: The mediation of classroom affordances. System, 39, 314–324.
[21]	Reed, E. S. (1996). Encountering the world: Towards an ecological psychology. New York: Oxford University Press.
[22]	Rizzo, A. (2006). The origin and design of intentional affordances. Proceedings of the 6th ACM Conference on Designing Interactive Systems, University Park, PA, USA.
[23]	Rome, E., Hertzberg, J., Dorffner, G., & Doherty, P. (2006). Towards affordance-based robot control. Dagstuhl Seminar Proceedings, Wadern, Germany. Retrieved from http://drops.dagstuhl.de/opus/volltexte/2006/725
[24]	Rumbaugh, D. M., King, J. E.;Bearan, M. J., Washburn, D. A., & Gould, K. (2012). A salience of theory of learning. Encyclopedia of the Sciences of Learning, Part 1, 1-4.
[25]	Sahin, E., Cakmak, M., Dogar, M. R., Ugur, E., &Ucoluk, G. (2006). To afford or not to afford: A new formalization of affordances towards affordance-based robot control. Middle East Technical University Technical Report, August. Retrieved from http://www.kovan.ceng.metu.edu.tr/wbt/openUploads/SahCak_06.pdf
[26]	Stoffregen, T. A. (2003). Affordances as properties of the animal-environment system. Ecological Psychology, 15(2), 115–134.
[27]	Turvey, M. T. (1992). Affordances and prospective control: an outline of the ontology. Ecological Psychology, 4(3), 173–187.
[28]	You, H. C., & Chen, K. (2002). A comparison of affordance concepts and product semantics. Robot and Human Interactive Communication, 6th Asian Design International Conference. Retrieved from www.idemployee.id.tue.nl/g.w.m.rauterberg/conferences/CD_doNotOpen/ADC/final_paper/105.pdf
[29]	vanLier, L. (2004). The ecological and semiotics of language learning: A sociocultural perspective. Dordrecht: Kluwer Academic.
[30]	vanLier, L. (2007). Action-based teaching, autonomy and identity. Innovation in Language Learning and Teaching, 1 (1), 46–56.
[31]	Ziglari, L. (2012). Affordance and second language learning. Encyclopedia of the Sciences of Learning, Part 1, 175-179.

Cite This Article

Plain Text BibTeX RIS

APA Style

Alan Wai Lun Lai. (2013). Ecosystem-Wide Characteristics of an ESL Environment in Situ: An Affordance-Semiotics Perspective. International Journal of Language and Linguistics, 1(4), 75-89. https://doi.org/10.11648/j.ijll.20130104.11

Copy | Download

ACS Style

Alan Wai Lun Lai. Ecosystem-Wide Characteristics of an ESL Environment in Situ: An Affordance-Semiotics Perspective. Int. J. Lang. Linguist. 2013, 1(4), 75-89. doi: 10.11648/j.ijll.20130104.11

Copy | Download

AMA Style

Alan Wai Lun Lai. Ecosystem-Wide Characteristics of an ESL Environment in Situ: An Affordance-Semiotics Perspective. Int J Lang Linguist. 2013;1(4):75-89. doi: 10.11648/j.ijll.20130104.11

Copy | Download

@article{10.11648/j.ijll.20130104.11,
  author = {Alan Wai Lun Lai},
  title = {Ecosystem-Wide Characteristics of an ESL Environment in Situ: An Affordance-Semiotics Perspective},
  journal = {International Journal of Language and Linguistics},
  volume = {1},
  number = {4},
  pages = {75-89},
  doi = {10.11648/j.ijll.20130104.11},
  url = {https://doi.org/10.11648/j.ijll.20130104.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20130104.11},
  abstract = {Investigating the phenomenon of how a learning environment affords opportunities for individual learners to learn has recently become an increasing interest among researchers of applied linguistics and psychology. Traditional perspective in this regard has tended to limit the phenomenon to the environment’s rigid conditions and novices’ controlled responses; less attention has been given to exploring the potential light that broader strategies from other academic approaches may shed upon emergent relationships between the ever-changing environment and developing actions. With this trend in mind, this paper takes an ecological model based on the theory of affordances and semiotics of signs– a scope of epistemological thinking that conceives the inquiry as a second language (L2) learning ecology or an environmental system to supporting L2 learning actions. Upon this orientation, emphasis is placed on discovering actions situated in their original context (or in situ) and then the emergence of “ecosystem-wide characteristics”. By “ecosystem” it is meant that all interrelated levels of contexts are fundamental to the nature of connecting students to L2 learning. The research focused on a group of four secondary-school students in Hong Kong, in an after-school ESL (English as a second language) program over 12 lessons, examining a range of teaching-learning activities. In this paper, the ecology concerned is of informational signs interlocked for meaning-making purposes; one where signs flowed along direct and immediate perception-action heuristics for achieving L2 learning goals. Drawing upon the notion of “education-friendliness” (i.e., providing students with greater access to diverse sources of information for learning), there are implications for educational practitioners to use real-world engagement that is likely to tap students’ creativity and ignite motivational sparks for using L2 to understand the world more actively and strategically.},
 year = {2013}
}

Copy | Download

TY  - JOUR
T1  - Ecosystem-Wide Characteristics of an ESL Environment in Situ: An Affordance-Semiotics Perspective
AU  - Alan Wai Lun Lai
Y1  - 2013/10/20
PY  - 2013
N1  - https://doi.org/10.11648/j.ijll.20130104.11
DO  - 10.11648/j.ijll.20130104.11
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 75
EP  - 89
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20130104.11
AB  - Investigating the phenomenon of how a learning environment affords opportunities for individual learners to learn has recently become an increasing interest among researchers of applied linguistics and psychology. Traditional perspective in this regard has tended to limit the phenomenon to the environment’s rigid conditions and novices’ controlled responses; less attention has been given to exploring the potential light that broader strategies from other academic approaches may shed upon emergent relationships between the ever-changing environment and developing actions. With this trend in mind, this paper takes an ecological model based on the theory of affordances and semiotics of signs– a scope of epistemological thinking that conceives the inquiry as a second language (L2) learning ecology or an environmental system to supporting L2 learning actions. Upon this orientation, emphasis is placed on discovering actions situated in their original context (or in situ) and then the emergence of “ecosystem-wide characteristics”. By “ecosystem” it is meant that all interrelated levels of contexts are fundamental to the nature of connecting students to L2 learning. The research focused on a group of four secondary-school students in Hong Kong, in an after-school ESL (English as a second language) program over 12 lessons, examining a range of teaching-learning activities. In this paper, the ecology concerned is of informational signs interlocked for meaning-making purposes; one where signs flowed along direct and immediate perception-action heuristics for achieving L2 learning goals. Drawing upon the notion of “education-friendliness” (i.e., providing students with greater access to diverse sources of information for learning), there are implications for educational practitioners to use real-world engagement that is likely to tap students’ creativity and ignite motivational sparks for using L2 to understand the world more actively and strategically.
VL  - 1
IS  - 4
ER  -

Copy | Download

Author Information

Alan Wai Lun Lai

Department of Applied Psychology, Division of Science and Technology, Beijing Normal University/Hong Kong Baptist University, United International College, 28, Jinfeng Road, Tangiawan, Zhuhai, Guangdong, China

Download PDF

Sections

Plain Text BibTeX RIS

APA Style

Alan Wai Lun Lai. (2013). Ecosystem-Wide Characteristics of an ESL Environment in Situ: An Affordance-Semiotics Perspective. International Journal of Language and Linguistics, 1(4), 75-89. https://doi.org/10.11648/j.ijll.20130104.11

Copy | Download

ACS Style

Alan Wai Lun Lai. Ecosystem-Wide Characteristics of an ESL Environment in Situ: An Affordance-Semiotics Perspective. Int. J. Lang. Linguist. 2013, 1(4), 75-89. doi: 10.11648/j.ijll.20130104.11

Copy | Download

AMA Style

Alan Wai Lun Lai. Ecosystem-Wide Characteristics of an ESL Environment in Situ: An Affordance-Semiotics Perspective. Int J Lang Linguist. 2013;1(4):75-89. doi: 10.11648/j.ijll.20130104.11

Copy | Download

@article{10.11648/j.ijll.20130104.11,
  author = {Alan Wai Lun Lai},
  title = {Ecosystem-Wide Characteristics of an ESL Environment in Situ: An Affordance-Semiotics Perspective},
  journal = {International Journal of Language and Linguistics},
  volume = {1},
  number = {4},
  pages = {75-89},
  doi = {10.11648/j.ijll.20130104.11},
  url = {https://doi.org/10.11648/j.ijll.20130104.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20130104.11},
  abstract = {Investigating the phenomenon of how a learning environment affords opportunities for individual learners to learn has recently become an increasing interest among researchers of applied linguistics and psychology. Traditional perspective in this regard has tended to limit the phenomenon to the environment’s rigid conditions and novices’ controlled responses; less attention has been given to exploring the potential light that broader strategies from other academic approaches may shed upon emergent relationships between the ever-changing environment and developing actions. With this trend in mind, this paper takes an ecological model based on the theory of affordances and semiotics of signs– a scope of epistemological thinking that conceives the inquiry as a second language (L2) learning ecology or an environmental system to supporting L2 learning actions. Upon this orientation, emphasis is placed on discovering actions situated in their original context (or in situ) and then the emergence of “ecosystem-wide characteristics”. By “ecosystem” it is meant that all interrelated levels of contexts are fundamental to the nature of connecting students to L2 learning. The research focused on a group of four secondary-school students in Hong Kong, in an after-school ESL (English as a second language) program over 12 lessons, examining a range of teaching-learning activities. In this paper, the ecology concerned is of informational signs interlocked for meaning-making purposes; one where signs flowed along direct and immediate perception-action heuristics for achieving L2 learning goals. Drawing upon the notion of “education-friendliness” (i.e., providing students with greater access to diverse sources of information for learning), there are implications for educational practitioners to use real-world engagement that is likely to tap students’ creativity and ignite motivational sparks for using L2 to understand the world more actively and strategically.},
 year = {2013}
}

Copy | Download

TY  - JOUR
T1  - Ecosystem-Wide Characteristics of an ESL Environment in Situ: An Affordance-Semiotics Perspective
AU  - Alan Wai Lun Lai
Y1  - 2013/10/20
PY  - 2013
N1  - https://doi.org/10.11648/j.ijll.20130104.11
DO  - 10.11648/j.ijll.20130104.11
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 75
EP  - 89
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20130104.11
AB  - Investigating the phenomenon of how a learning environment affords opportunities for individual learners to learn has recently become an increasing interest among researchers of applied linguistics and psychology. Traditional perspective in this regard has tended to limit the phenomenon to the environment’s rigid conditions and novices’ controlled responses; less attention has been given to exploring the potential light that broader strategies from other academic approaches may shed upon emergent relationships between the ever-changing environment and developing actions. With this trend in mind, this paper takes an ecological model based on the theory of affordances and semiotics of signs– a scope of epistemological thinking that conceives the inquiry as a second language (L2) learning ecology or an environmental system to supporting L2 learning actions. Upon this orientation, emphasis is placed on discovering actions situated in their original context (or in situ) and then the emergence of “ecosystem-wide characteristics”. By “ecosystem” it is meant that all interrelated levels of contexts are fundamental to the nature of connecting students to L2 learning. The research focused on a group of four secondary-school students in Hong Kong, in an after-school ESL (English as a second language) program over 12 lessons, examining a range of teaching-learning activities. In this paper, the ecology concerned is of informational signs interlocked for meaning-making purposes; one where signs flowed along direct and immediate perception-action heuristics for achieving L2 learning goals. Drawing upon the notion of “education-friendliness” (i.e., providing students with greater access to diverse sources of information for learning), there are implications for educational practitioners to use real-world engagement that is likely to tap students’ creativity and ignite motivational sparks for using L2 to understand the world more actively and strategically.
VL  - 1
IS  - 4
ER  -

Copy | Download