Impact of Interpersonal Relations and Positioning on the Resolution of Conflicts in the EFL Classroom

Main Article Content

Chongrak Sitthirak

Abstract

This article is based on the author’s doctoral thesis on the dynamics of interpersonal relations in the onsite classroom. Drawing on positioning theory (Davies & Harré, 1999; Harré, 2015), Sociocultural theory (Vygotsky, 1978; Lantolf & Thorne, 2007) and informed by the focus on interaction in Douglas Fir Group’s seminal paper (Douglas Fir Group (DFG), 2016), the research investigates how students position themselves and their classmates, the explanations for their choices, and how the dynamics of positioning and interpersonal relations affect their opportunities for language learning in group discussions. In this article, the researcher highlights the resolution of conflicts in different scenarios. The fluidity and overlap of positioning found in those interactions not only confirms the impact of interpersonal relations and positioning on resolving conflicts but also the provision and hindrance of students’ opportunities for language learning occurring across contexts and time.

Downloads

Download data is not yet available.

Article Details

How to Cite
Sitthirak, C. (2022). Impact of Interpersonal Relations and Positioning on the Resolution of Conflicts in the EFL Classroom. LEARN Journal: Language Education and Acquisition Research Network, 15(2), 751–775. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/259950
Section
Research Articles
Author Biography

Chongrak Sitthirak, Department of Linguistics and English Language, Lancaster University, UK

An Assistant Professor at Language Institute, Thammasat University. Granted a Ph.D. degree in Applied Linguistics from Lancaster University (UK), he has a particular interest in how the social interaction between language learners affects their opportunities for language learning and language development.

References

Breen, M. P. (1998) Navigating the discourse: On what is learned in the

language classroom. In W. A. Renandya, & G. M. Jacobs (Eds.), learners and language learning. anthology (Series 39), 115-144. SEAMEO Regional Language Centre.

Choi, H., & Iwashita, N. (2016) Interactional behaviours of low-proficiency

learners in small group work. In M. Sato, & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda., 113-134. John Benjamins.

Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in

education (7th ed.). Taylor and Francis.

Davies, B., & Harré, R. (1990). Positioning: The discursive production of

selves. Journal for The Theory of Social Behaviour, 20(1), 43–63.

Douglas Fir Group. (2016). A transdisciplinary framework for SLA in a

multilingual world [Supplemental material]. Modern Language

Journal, 100(1), 19– 47. https://doi.org/10.1111/modl.12301.

Ellis, R. (2000). Task-based research and language pedagogy. Language

teaching research, 4(3), 193-220.

Foster, P., & Ohta, A. S. (2005). Negotiation for meaning and peer

assistance in second language classrooms. Applied Linguistics, 26(3), 402-430. https://doi.org/10.1093/applin/ami014.

Harré, R. (2012). Positioning theory: Moral dimensions of social-

cultural psychology. In J. Valsiner (Ed.), The Oxford handbook of

culture and psychology, 191–206. Oxford University Press.

Harré, R. (2015). The person as the nexus of patterns of discursive

practices. Culture & Psychology, 21(4), 492-504. https://doi.org/10.1177/1354067X15615808

Harré, R., & Moghaddam, F. (2003). The self and others: Positioning

individuals and groups in personal, political, and cultural contexts. Praeger.

Harré, R., & Van Langenhove, L. (2010). Varieties of positioning.

In People and societies, 118-132. Routledge.

Herbel-Eisenmann, B. A., Wagner, D., Johnson, K. R., Suh, H., &

Figueras, H. (2015). Positioning in mathematics education: Revelations on an imported theory. Educational Studies in Mathematics, 89(2), 185-204. https://doi.org/10.1007/s10649-014-9588-5.

Hirvonen, P. (2016). Positioning theory and small-group interaction:

Social and task positioning in the context of joint decision-making. Sage Open, 6(3), 1-15. https://doi.org/10.1177/215824401665

Hood, J. G. (2009). Service‐learning in dental education: meeting needs

and challenges. Journal of Dental Education, 73(4), 454-463.

Kim, Y., & McDonough, K. (2008). The effect of interlocutor proficiency

on the collaborative dialogue between Korean as a second language learners. Language Teaching Research, 12(2), 211–234. https://doi.org/10.1177/1362168807086288

Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the

genesis of second language development. Oxford University Press.

Larsen-Freeman, D. (2010). Having and doing: Learning from a

complexity theory perspective. In P. Seedhouse (Ed.), Conceptualising ‘learning’ in applied linguistics, 52-68. Palgrave Macmillan.

Martin-Beltrán, M., Chen, P. J., Guzman, N., & Merrills, K. (2016). How

adolescents use social discourse to open space for language learning during peer interactions. In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical

potential and research agenda, 319-348. John Benjamins.

Moghaddam, F. M., Harré, R., & Lee, N. (2008). Positioning and conflict:

An introduction. In F. M. Moghaddam, R. Harré, & N. Lee (Eds.), Global conflict resolution through positioning analysis, 3-20. Springer Science.

Nunan, D., & Bailey, K. M. (2009). Exploring second language classroom

research: A comprehensive guide. Boston, MA: Heinle, Cengage Learning.

Philp, J., & Adams, R., & Iwashita, N. (2013). Peer interaction and

second language learning (Second language acquisition research series: Theoretical and methodological issues). Taylor & Francis.

Saldaña, J. (2016). The coding manual for qualitative researchers. Sage.

Sato, M., & Ballinger, S. (2016). Peer interaction and second language

learning: pedagogical potential and research agenda. John Benjamins.

Sato, M., & Viveros, P. (2016). Interaction or collaboration: Group

dynamics in the foreign language classroom. In M. Sato, & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda, 99-112. John Benjamins.

Slocum-Bradley, N., & Van Langenhove, L. (2004). The meaning of

regional integration: introducing positioning theory in regional integration studies. Journal of European Integration, 26(3), 227-252. https://doi.org/10.1080/0703633042000261625

Taguchi, N. (2007). Chunk learning and the development of spoken

discourse in a Japanese as a foreign language classroom. Language Teaching Research, 11(4), 433-457. https://doi.org/10.1177/1362168807080962

Toohey, K. (2001). Disputes in child L2 learning. TESOL Quarterly, 35(2),

-278. https://doi.org/10.2307/3587648.

Van Langenhove, L., & Harré, R. (1999). Introducing positioning theory.

In R. Harré & Van Langenhove, L. (Eds.), Positioning theory: Moral contexts of intentional action, 14-31. Blackwell.

Vygotsky, L. S. (1978). Mind in society: The development of higher

psychological processes. Harvard University Press.

Walsh, S. (2011). Exploring classroom discourse: Language in action.

Routledge.

Watanabe, Y., & Swain, M. (2007). Effects of proficiency differences

and patterns of pair interaction on second language learning: Collaborative dialogue between adult ESL learners. Language Teaching Research, 11(2), 121-142. https://doi.org/10.1177/136216880607074599

Yin, R. K. (2012). Applications of case study research (3rd ed.). Sage.

Young, A., & Tedick, D. J. (2016). Collaborative dialogue in a two-way

Spanish/English immersion classroom: Does heterogeneous grouping promote peer linguistic scaffolding? In M. Sato & S. Ballinger (Eds.), Peer interaction and second language learning: Pedagogical potential and research agenda, 135-162. John Benjamins.