English Language Teaching in its Social Context

~ (1CONSTRAINTS AND RESOURCES IN CLASSROOM TALI< 1055structural discourse term, the result of interactional work by participants. Contingencyis a cognitive quality. They usually occur together, but this does not mean that they areidentical. As an analogy, light and heat often occur together, for example, in flames,sunlight, and light bulbs, but they are not the same.Gibson describes aJordance as follows: “The affordances of the environment are what itoffers the animal, what it provides or furnishes, either for good or ill . . . something thatrcfers both to the environment and the animal. . . . It implies the complementarity ofthe animal and the environment” (1 27). The tcrm afordance specifically refers to thoseaspects of the linguistic environment that become perceivable by the learner as a resultof meaningful activity. Affordance is neither the external language nor the learner’sinternalization of it. It refers to the relations among thc engaged learner, meaningfulsigns, and relevant properties of the real world.ReferencesAston, G. (1986) “Trouble-shooting in Interaction with Learncrs: The More the Merrier?”Applied Linguistics 7: 12343.Atkinson, J.M. and Heritage, J. (eds) (1984) Structures of Social Action: Studies in ConversationAnalysis. Cambridge: Cambridge University Press.Bakhtin, M.M. (1981) The Dialogic Imagination. Austin: University of Texas Press.Barncs, D. (1976) From Communication to Curriculum. Harmondsworth: Penguin.Bourdieu, P. (1990) The Logic $Practice. Stanford: Stanford University Press.Bourdieu, P. and Passeron, J.C. (1977) Reproduction in Education, Society and Culture. London:Sagc.Bowers, C.A., and Flinders, D. J. (1990) Responsive Teaching: An Ecological Approach to ClassroomPatterns oflanguage, Culture, and Thought. NewYork: Teachers Coll. Press.Bruner, J. (1983) Child’s Talk: Learning to Use Language. NewYork: Norton.Chaudron, C. (1988) Second Language Classrooms: Research on Teaching and Learning. Carnbridgc:Cambridge University Press.Crook, C. ( 1994) Computers and the Collaborative Experience of Learning. London: Routledge.Csikszentmihalyi, M., Rathunde, K. and Whalen, S. (1993) Talented Teenagers:The Roots $Successand Failure. Cambridge: Cambridge University Press.Darder, A. (1991) Culture and Power in the Classroom:A Critical Foundationfor Bicultural Education.NewYork: Bergin.Deci, E.L., and Ryan, R.M. (1992) “The Initiation and Regulation of Intrinsically MotivatcdLearning and Achievement” in Achievement and Motivation:A Social-Development Perspective,Ann K. Boggiano andThane S. Pittman (eds) Cambridge: Cambridge University Press.985) Intrinsic Motivation and SelfDetermination in Human Behavior. NewYork: Plenum.Deci, E.L.,Vallerand, R.J., Pellcticr, L.G. and Ryan, R.M. (1991) “Motivation and Education:The Self-Determination Perspective.” Educational Psychologist 26: 325-46.Duncan, S. (1972) “Some Signals and Rules for Taking SpeakingTurns in Conversation.”]ournal$Personality and Social Psychology 23: 283-92.Edwards, A.D., andwcstgatc, D.P.G. (1987) Investigating Classroom Talk. London: Palmer.Egan, K. (1986) Teaching as Storytelling. Chicago: University of Chicago Press.Ellis, R. (1994) The Study $Second Language Acquisition. Oxford: Oxford University Press.Fairclough, N. (1992) ‘The Appropriacy of “Appropriateness”’, in Critical Language Awareness,Norman Fairclough (ed.). London: Longman: 33-56.Freire, P. (1972) Pedagogy $the Oppressed. NewYork: Herder.Garfinkel, H. (1967) Studies in Ethnomethodology. Englewood Cliffs: Prentice.Gass, S.M., and Madden, C.G. (1985) Input in Second Language Acquisition. Rowlcy: Newbury.