Activity Theory would involve participation in some work due to cultural or biological needs. But when the objective intensifies, the need becomes a motive for activity. The ‘action’ and ‘goal’ become one and acquire purpose. Since activity involves doing a task to bring in transformation that will pave the way for development, activity theorists also study the influence of second language learning on social and cultural patterns. The Activity Theory yields an illustrative meticulous framework and improves the circumstances and results of teaching and learning. Language learning has an association with socio-cultural forces. It is a cultural artefact that aids in the thought and communication between people as well as individuals. Each learner
…show more content…
The participant behavior may be similar or dissimilar and there is no guarantee of the learning outcome. What matters is how the individual utilises the task assigned as an activity in second language learning. Hendry (2009) believes Activity Theory can be used to study classroom interaction, student and teacher understanding, meditational tools and student performances. Sometimes there are students who are learning second language but suffer from disabilities. To assist learning disability students, multi-sensory teaching techniques are applied. Emphasis is laid on the student’s ability to decipher language phonetically, syntactically and semantically and comprehend its meanings through Activity Theory framework. This develops not only their writing skills but also improves their vocabulary and grammar. Those with hearing disabilities can be helped with visual materials like flash cards and those who find pronunciation difficult can be helped with choral repetition. Contextualization of words assists in linguistic development. By highlighting individual’s strengths, self-confidence can be …show more content…
The foremost being that the researchers involved in the process tend to disregard the analysis of the activities themselves and also the various processes involved in the activities. Their focus lies more on the final outcome of the activities and not the process. While focusing on the final inference, the researchers also ignore the fact that certain activities may be antithetical to the psychological well-being of the learners especially if they have learning disabilities. Thus, benefits of the activities must be understood in details by the researchers before carrying them out. Activity Theory is limited in second language learning when it comes to interaction among the learners when one tries to examine the success of the activities (Pittaoulis, 2004). Thus, as Bernat (2015) says that activity cannot be the subject of the research and simultaneously be utilized as a means to explain the principle of consciousness. The concepts of Activity Theory in relation to language learning need to be more specific and operational so that they can be applied in present times. Employing multiple digital and non-digital technologies is proposed to solve this problem. There is also a lack of activity awareness, collaborative endeavor and co-ordinated interaction between teachers and students which is a major setback in second language learning. Activity
The participant behavior may be similar or dissimilar and there is no guarantee of the learning outcome. What matters is how the individual utilises the task assigned as an activity in second language learning. Hendry (2009) believes Activity Theory can be used to study classroom interaction, student and teacher understanding, meditational tools and student performances. Sometimes there are students who are learning second language but suffer from disabilities. To assist learning disability students, multi-sensory teaching techniques are applied. Emphasis is laid on the student’s ability to decipher language phonetically, syntactically and semantically and comprehend its meanings through Activity Theory framework. This develops not only their writing skills but also improves their vocabulary and grammar. Those with hearing disabilities can be helped with visual materials like flash cards and those who find pronunciation difficult can be helped with choral repetition. Contextualization of words assists in linguistic development. By highlighting individual’s strengths, self-confidence can be …show more content…
The foremost being that the researchers involved in the process tend to disregard the analysis of the activities themselves and also the various processes involved in the activities. Their focus lies more on the final outcome of the activities and not the process. While focusing on the final inference, the researchers also ignore the fact that certain activities may be antithetical to the psychological well-being of the learners especially if they have learning disabilities. Thus, benefits of the activities must be understood in details by the researchers before carrying them out. Activity Theory is limited in second language learning when it comes to interaction among the learners when one tries to examine the success of the activities (Pittaoulis, 2004). Thus, as Bernat (2015) says that activity cannot be the subject of the research and simultaneously be utilized as a means to explain the principle of consciousness. The concepts of Activity Theory in relation to language learning need to be more specific and operational so that they can be applied in present times. Employing multiple digital and non-digital technologies is proposed to solve this problem. There is also a lack of activity awareness, collaborative endeavor and co-ordinated interaction between teachers and students which is a major setback in second language learning. Activity