Presentation

A Sociocultural View of Engagement in the Music-Based Pronunciation Classroom

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Abstract

Recent advancements in second language research point to the role of social interaction as a key factor in L2 development. In an era where cognition is no longer understood as a phenomenon confined to the inside of the head, Sociocultural Theory (SCT) offers insights about the ways in which language is regulated interpersonally for the purposes of mediating cognition, and hence L2 development. In this paper, I analyze students’ collective engagement around a word stress rap activity occurring in a college intensive English course. The results show that students use linguistic resources to collaboratively resolve and attend to discrepancies in their abilities during the music-based activity. I conclude by discussing how these socially-mediated student behaviors translate into instructional opportunities to build learner self-sufficiency in the second language pronunciation classroom.

How to Cite:

Barrett, C., (2014) “A Sociocultural View of Engagement in the Music-Based Pronunciation Classroom”, Pronunciation in Second Language Learning and Teaching Proceedings 6(1).