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

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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 Accepted: Published: 20 October 2013

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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), 2024. Published by Science Publishing Group

Keywords

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

References

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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

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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

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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

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@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}
}

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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
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T2  - International Journal of Language and Linguistics
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JO  - International Journal of Language and Linguistics
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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
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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

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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

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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

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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

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@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