An Ecosystem-Wide Study of a Complex ESL Program through Activity Theory and Semiotics

Alan Wai Lun Lai

doi:doi:10.11648/j.ijll.20130102.13

| Peer-Reviewed

An Ecosystem-Wide Study of a Complex ESL Program through Activity Theory and Semiotics

Alan Wai Lun Lai

Published in International Journal of Language and Linguistics (Volume 1, Issue 2)

Received: 11 July 2013 Published: 10 August 2013

Views: Downloads:

Download PDF

Share This Article

Twitter
Linked In
Facebook

Abstract

The purpose of this study was to investigate how a learning environment went about for second language (L2) learning. Drawing on an ecological perspective, this work conceives an after-school program aimed for promoting a group of secondary-school students’ L2 learning as an ecosystem or a whole that was highly complex due to interrelated layers of any contextualized details. In this context, to understand how a group of L2 learners regulated their L2 learning strategies in the environment became a complexity issue. To take on this challenge, this study turned to activity theory in terms of semiotics of signs to transforming any contextualized details – drawn from observations over 12 lessons – into an interwoven set of ecosystem-wide characteristics found relevant to L2 learning. The research focused on a group of four secondary-school students in Hong Kong, in an after-school home environment over 12 lessons, examining a range of teaching-learning activities. Data consisted of videotaping and field notes during and after each class based on a participant perspective through observations. As a result, the L2 learning environment was on the one hand described to be one where meaning-making signs were diversified and interrelated while maintaining their informational dynamism. On the other hand, active engagement, guidance-oriented regulation and activity aims were also found to function together progressively for (1) reaching specific L2 meaning-making goals closer and closer and (2) increasing opportunities for making meaningful contributions to each other’s mental understanding in L2.

Published in	International Journal of Language and Linguistics (Volume 1, Issue 2)
DOI	10.11648/j.ijll.20130102.13
Page(s)	54-69
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, Activity Theory, Semiotics, Second Language Learning, Complexity Management, Ecosystem

References

[1]	Boer, N. I., Baalen, P. J., & Kumar, K. (2002). An activity theory approach for studying the situatedness of knowledge sharing. Proceedings of the 35th Annual Hawaii International Conference on System Sciences. Retrieved from www.hicss.hawaii.edu/HICSS_35/HICSSpapers/PDFdocuments/DTMKI01.pdf
[2]	Bronfenbrenner, U. (1976). The experimental ecology of education. Educational Researcher, 5(9), 5–15.
[3]	Bruner, J. S., & Sherwood, V. (1975). Peekaboo and the learning of rule structures. In J. S. Bruner, A. Jolly, & K. SyLantolf, J. P., & Thorne, S. L. (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.
[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]	Elleuch, N., Bellamine-Bensaoud, N., & Ben Ahmed, M. (2006). Designing educational systems for use: Case study of Tunisian primary schools. Information and Communication Technologies, 1(24-28), 66–71.
[6]	Engeström, Y. (1987). Learning by expanding: An activity theoretical approach to developmental research. Helsinki: Orienta-KonsultitOy.
[7]	Engeström, Y. (1999). Perspectives on activity theory. Cambridge: Cambridge University Press.
[8]	Garner, M. (2004). Language: An ecological view. Bern: Peter Lang.
[9]	Gay, G., &Hembrooke, H. (2004). Activity centered design – An ecological approach to designing smart tools and usable system. Retrieved from http://mitpress.mit.edu/books/chapters/0262072483chap1.pdf
[10]	Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press.
[11]	Li, Y. (2013). Three ESL students writing a policy paper assignment: An activity-analytic perspective. Journal of English for Academic Purposes, 12, 73–86.
[12]	Peirce, C. S. (1992). Selected philosophical writings: Vol 1. N. Houser & C. Kloesel (Eds.). Bloomington: Indiana University PrPeirce, C. S. (1998). Selected Philosophical Writings: Vol 2. N. Houser & C. Kloesel (Eds.). Bloomington: Indiana University Press.
[13]	Peirce, C. S. (1998). Selected Philosophical Writings: Vol 2. N. Houser & C. Kloesel (Eds.). Bloomington: Indiana University Press.
[14]	Scalon, E., & Issroff, K. (2005). Activity theory and higher education: Evaluating learning technologies. Journal of Computer Assisted Learning, 21, 430–439.
[15]	Thorne, S. L. (2000). Beyond bounded activity systems: Heterogeneous cultures in instructional uses of persistent conversation. In S. Herring & T. Erickson (Eds.), The Proceedings of the Thirty-third Hawaii International Conference on Systems Science. New York: IEEE Press. Retrieved from http://language.la.psu.edu/~thorne/cmchicss33.html
[16]	vanLier, L. (1996). Interaction in the language curriculum: Awareness, autonomy and authenticity. London: Longman.
[17]	vanLier, L. (2004). The ecological and semiotics of language learning: A Sociocultural perspective. Dordrecht: Kluwer Academic.
[18]	vanLier, L. (2007). Action-based teaching, autonomy and identity. Innovation in language learning and teaching, 1 (1), 46—56.
[19]	Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
[20]	Wiredu, G. O. (2004). Chapter 4: Learning as an activity. December. Retrieved from www.geocities.com/gowiredu/Theory.
[21]	Wiredu, G. O. (2005). Mobile computing in work-integrated learning: Problems of remotely-distributed activities and technology use. Unpublished doctoral dissertation, University of London. http://www.lse.ac.uk/collections/informationSystems/pdf/theses/wiredu.pdf.

Cite This Article

Plain Text BibTeX RIS

APA Style

Alan Wai Lun Lai. (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. https://doi.org/10.11648/j.ijll.20130102.13

Copy | Download

ACS Style

Alan Wai Lun Lai. An Ecosystem-Wide Study of a Complex ESL Program through Activity Theory and Semiotics. Int. J. Lang. Linguist. 2013, 1(2), 54-69. doi: 10.11648/j.ijll.20130102.13

Copy | Download

AMA Style

Alan Wai Lun Lai. An Ecosystem-Wide Study of a Complex ESL Program through Activity Theory and Semiotics. Int J Lang Linguist. 2013;1(2):54-69. doi: 10.11648/j.ijll.20130102.13

Copy | Download

@article{10.11648/j.ijll.20130102.13,
  author = {Alan Wai Lun Lai},
  title = {An Ecosystem-Wide Study of a Complex ESL Program through Activity Theory and Semiotics},
  journal = {International Journal of Language and Linguistics},
  volume = {1},
  number = {2},
  pages = {54-69},
  doi = {10.11648/j.ijll.20130102.13},
  url = {https://doi.org/10.11648/j.ijll.20130102.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20130102.13},
  abstract = {The purpose of this study was to investigate how a learning environment went about for second language (L2) learning. Drawing on an ecological perspective, this work conceives an after-school program aimed for promoting a group of secondary-school students’ L2 learning as an ecosystem or a whole that was highly complex due to interrelated layers of any contextualized details. In this context, to understand how a group of L2 learners regulated their L2 learning strategies in the environment became a complexity issue. To take on this challenge, this study turned to activity theory in terms of semiotics of signs to transforming any contextualized details – drawn from observations over 12 lessons – into an interwoven set of ecosystem-wide characteristics found relevant to L2 learning. The research focused on a group of four secondary-school students in Hong Kong, in an after-school home environment over 12 lessons, examining a range of teaching-learning activities. Data consisted of videotaping and field notes during and after each class based on a participant perspective through observations. As a result, the L2 learning environment was on the one hand described to be one where meaning-making signs were diversified and interrelated while maintaining their informational dynamism. On the other hand, active engagement, guidance-oriented regulation and activity aims were also found to function together progressively for (1) reaching specific L2 meaning-making goals closer and closer and (2) increasing opportunities for making meaningful contributions to each other’s mental understanding in L2.},
 year = {2013}
}

Copy | Download

TY  - JOUR
T1  - An Ecosystem-Wide Study of a Complex ESL Program through Activity Theory and Semiotics
AU  - Alan Wai Lun Lai
Y1  - 2013/08/10
PY  - 2013
N1  - https://doi.org/10.11648/j.ijll.20130102.13
DO  - 10.11648/j.ijll.20130102.13
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 54
EP  - 69
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20130102.13
AB  - The purpose of this study was to investigate how a learning environment went about for second language (L2) learning. Drawing on an ecological perspective, this work conceives an after-school program aimed for promoting a group of secondary-school students’ L2 learning as an ecosystem or a whole that was highly complex due to interrelated layers of any contextualized details. In this context, to understand how a group of L2 learners regulated their L2 learning strategies in the environment became a complexity issue. To take on this challenge, this study turned to activity theory in terms of semiotics of signs to transforming any contextualized details – drawn from observations over 12 lessons – into an interwoven set of ecosystem-wide characteristics found relevant to L2 learning. The research focused on a group of four secondary-school students in Hong Kong, in an after-school home environment over 12 lessons, examining a range of teaching-learning activities. Data consisted of videotaping and field notes during and after each class based on a participant perspective through observations. As a result, the L2 learning environment was on the one hand described to be one where meaning-making signs were diversified and interrelated while maintaining their informational dynamism. On the other hand, active engagement, guidance-oriented regulation and activity aims were also found to function together progressively for (1) reaching specific L2 meaning-making goals closer and closer and (2) increasing opportunities for making meaningful contributions to each other’s mental understanding in L2.
VL  - 1
IS  - 2
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). An Ecosystem-Wide Study of a Complex ESL Program through Activity Theory and Semiotics. International Journal of Language and Linguistics, 1(2), 54-69. https://doi.org/10.11648/j.ijll.20130102.13

Copy | Download

ACS Style

Alan Wai Lun Lai. An Ecosystem-Wide Study of a Complex ESL Program through Activity Theory and Semiotics. Int. J. Lang. Linguist. 2013, 1(2), 54-69. doi: 10.11648/j.ijll.20130102.13

Copy | Download

AMA Style

Alan Wai Lun Lai. An Ecosystem-Wide Study of a Complex ESL Program through Activity Theory and Semiotics. Int J Lang Linguist. 2013;1(2):54-69. doi: 10.11648/j.ijll.20130102.13

Copy | Download

@article{10.11648/j.ijll.20130102.13,
  author = {Alan Wai Lun Lai},
  title = {An Ecosystem-Wide Study of a Complex ESL Program through Activity Theory and Semiotics},
  journal = {International Journal of Language and Linguistics},
  volume = {1},
  number = {2},
  pages = {54-69},
  doi = {10.11648/j.ijll.20130102.13},
  url = {https://doi.org/10.11648/j.ijll.20130102.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20130102.13},
  abstract = {The purpose of this study was to investigate how a learning environment went about for second language (L2) learning. Drawing on an ecological perspective, this work conceives an after-school program aimed for promoting a group of secondary-school students’ L2 learning as an ecosystem or a whole that was highly complex due to interrelated layers of any contextualized details. In this context, to understand how a group of L2 learners regulated their L2 learning strategies in the environment became a complexity issue. To take on this challenge, this study turned to activity theory in terms of semiotics of signs to transforming any contextualized details – drawn from observations over 12 lessons – into an interwoven set of ecosystem-wide characteristics found relevant to L2 learning. The research focused on a group of four secondary-school students in Hong Kong, in an after-school home environment over 12 lessons, examining a range of teaching-learning activities. Data consisted of videotaping and field notes during and after each class based on a participant perspective through observations. As a result, the L2 learning environment was on the one hand described to be one where meaning-making signs were diversified and interrelated while maintaining their informational dynamism. On the other hand, active engagement, guidance-oriented regulation and activity aims were also found to function together progressively for (1) reaching specific L2 meaning-making goals closer and closer and (2) increasing opportunities for making meaningful contributions to each other’s mental understanding in L2.},
 year = {2013}
}

Copy | Download

TY  - JOUR
T1  - An Ecosystem-Wide Study of a Complex ESL Program through Activity Theory and Semiotics
AU  - Alan Wai Lun Lai
Y1  - 2013/08/10
PY  - 2013
N1  - https://doi.org/10.11648/j.ijll.20130102.13
DO  - 10.11648/j.ijll.20130102.13
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 54
EP  - 69
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20130102.13
AB  - The purpose of this study was to investigate how a learning environment went about for second language (L2) learning. Drawing on an ecological perspective, this work conceives an after-school program aimed for promoting a group of secondary-school students’ L2 learning as an ecosystem or a whole that was highly complex due to interrelated layers of any contextualized details. In this context, to understand how a group of L2 learners regulated their L2 learning strategies in the environment became a complexity issue. To take on this challenge, this study turned to activity theory in terms of semiotics of signs to transforming any contextualized details – drawn from observations over 12 lessons – into an interwoven set of ecosystem-wide characteristics found relevant to L2 learning. The research focused on a group of four secondary-school students in Hong Kong, in an after-school home environment over 12 lessons, examining a range of teaching-learning activities. Data consisted of videotaping and field notes during and after each class based on a participant perspective through observations. As a result, the L2 learning environment was on the one hand described to be one where meaning-making signs were diversified and interrelated while maintaining their informational dynamism. On the other hand, active engagement, guidance-oriented regulation and activity aims were also found to function together progressively for (1) reaching specific L2 meaning-making goals closer and closer and (2) increasing opportunities for making meaningful contributions to each other’s mental understanding in L2.
VL  - 1
IS  - 2
ER  -

Copy | Download