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The Concept of “Object” in Activity Theory and Its Application in Classroom Research: A Case Study of a Phonetics Course
16 references·0 citing·30 second hop
The Concept of “Object” in Activity Theory and Its Application in Classroom Research: A Case Study of a Phonetics Course (2011)The Concept of “Object” in Activity Theor…Learning by Expanding (2014)Learning by ExpandingThe dynamics of the language classroom (2001)The dynamics of the language …Learner Uptake in Communicative ESL Lessons (2001)Learner Uptake in Communicati…Organizing Processes in Complex Activity Networks (2000)Organizing Processes in Compl…Perspectives on Activity Theory (1999)Perspectives on Activity Theo…Managing Experts and Competing through Innovation: An Activity Theoretical Analysis (1999)Managing Experts and Competin…Activity theory and individual and social transformation (1999)Activity theory and individua…Context in language learning and language understanding (1998)Context in language learning …Rethinking Genre in School and Society (1997)Rethinking Genre in School an…Organizational Learning and the Learning Organization: A Dichotomy Between Descriptive and Prescriptive Research (1997)Organizational Learning and t…Context and consciousness: activity theory and human-computer interaction (1996)Context and consciousness: ac…Closing the Gap between Learning and Instruction (1995)Closing the Gap between Learn…Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers (1993)Focus on the Language Classro…The role of topicalization in classroom language learning (1989)The role of topicalization in…The Social Context for Language Learning—A Neglected Situation? (1985)The Social Context for Langua…Activity, consciousness, and personality (1978)Activity, consciousness, and …Thought and language (1962)Mind in Society: The Development of Higher Psychological Processes (1978)The Reflective Practitioner: How Professionals Think in Action (1985)Expansive Learning at Work: Toward an activity theoretical reconceptualization (2001)Studies of expansive learning: Foundations, findings and future challenges (2010)Boundary Crossing and Boundary Objects (2011)Judgment under Uncertainty: Heuristics and Biases (1975)Case Study Research: Design and Methods (1984)A Dynamic Theory of Organizational Knowledge Creation (1994)Management Research Based on the Paradigm of the Design Sciences: The Quest for Field‐Tested and Grounded Technological Rules (2004)The construct of the learning organization: Dimensions, measurement, and validation (2004)Assessing the impact of organizational learning capability on product innovation performance: An empirical test (2007)The Constitution of Society. Outline of the Theory of Structuration (1984)Science in Action: How to Follow Scientists and Engineers through Society (1988)Situated Learning: Legitimate Peripheral Participation. (1994)Global Education Review (2002)Working Alone Together (2012)Activity theory as a framework for analyzing and redesigning work (2000)Rethinking diversity: Hybridity and hybrid language practices in the third space (1999)“Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory (2007)“Autonomy”: An anatomy and a framework (1996)Designedly Incomplete Utterances: A Pedagogical Practice for Eliciting Knowledge Displays in Error Correction Sequences (2002)CONSTRAINTS ON “NOTICING THE GAP” (2003)Feedback, Noticing and Instructed Second Language Learning (2006)INTERACTIONAL FEEDBACK AND INSTRUCTIONAL COUNTERBALANCE (2006)ONE SIZE FITS ALL?: Recasts, Prompts, and L2 Learning (2006)Contextual Influences on Instructional Practices: A Chinese Case for an Ecological Approach to ELT (2005)Intentions and realities in implementing communicative curriculum reform (2009)English language education in East Asia: some recent developments (2012)Problem-Based Learning: What and How Do Students Learn? (2004)
this work references cited by second hop

References

  • 2014Learning by Expanding4,988 cited
  • 1978Activity, consciousness, and personality4,374 cited
  • 1999Perspectives on Activity Theory3,241 cited
  • 1999Activity theory and individual and social transformation3,145 cited
  • 1996Context and consciousness: activity theory and human-computer interaction2,501 cited
  • 1997Organizational Learning and the Learning Organization: A Dichotomy Between Descriptive and Prescriptive Research933 cited
  • 1997Rethinking Genre in School and Society727 cited
  • 1993Focus on the Language Classroom: An Introduction to Classroom Research for Language Teachers628 cited
  • 2001Learner Uptake in Communicative ESL Lessons595 cited
  • 2001The dynamics of the language classroom300 cited
  • 2000Organizing Processes in Complex Activity Networks297 cited
  • 1995Closing the Gap between Learning and Instruction230 cited
  • 1985The Social Context for Language Learning—A Neglected Situation?196 cited
  • 1998Context in language learning and language understanding184 cited
  • 1999Managing Experts and Competing through Innovation: An Activity Theoretical Analysis121 cited
  • 1989

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The role of topicalization in classroom language learning
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