The Sociocognitive and Metacognitive Perceptible University Artifacts of Language Proficiency in Scholars' Oral Activity

Abstract

Oral activity serves interactional, transactional, and highly demanding language functions. It is an artifact that recognizes how proficient humans can deal with either socio- or meta-cognitive endeavours. However, while the socio-cognitive schools have emphasized cognitive over strategic ability in deciphering knowledge, the meta-cognitive approach focuses on learning about how humans acquire knowledge during oral activities, using strategies, for instance. This marks a dual processing emphasis not on the socio-cognitive aspect of oral activity, but on how both the act of learning itself and the act of knowing how learning is achieved necessitate tactics. Historically, some of these strategies have been thoroughly identified and investigated, but others remain under research. Therefore, for this knowledge achievement to take place, scholars resort to artifacts such as organisational mechanisms, empowerment tools, value delivery paradigms, teamwork, and reference management. Current research aims to investigate these artifacts in greater detail, shedding light on oral activity more specifically. This research is descriptive, associating what scholars do in specific situations with the impact this can have on their language proficiency. In sum, perceptible university artefacts of language in scholars' oral activity are an attempt to lay the groundwork for linking research on knowledge building to proficiency building.