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Interaction and second language development : a Vygotskian perspective /
"This volume addresses the role of communicative interaction in driving various dimensions of second language development from the perspective of Vygotskian sociocultural psychology. Emphasizing the dialectical relationship between the external-social world and individual mental functioning, th...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Amsterdam ; Philadelphia :
John Benjamins Publishing Company,
[2015]
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| Colección: | Language learning and language teaching ;
v. 44. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Interaction and Second Language Development; Editorial page; Title page; LCC data; Table of contents; Acknowledgements; Transcription conventions ; Chapter€1. Introduction ; 1.1 Interaction and SLA; 1.1.1 The interaction hypothesis; 1.1.2 Toward a stronger conception of social interaction in SLA; 1.1.3 Interaction and Vygotskian sociocultural theory; 1.2 Organization of the book; Chapter€2. Key concepts and theoretical considerations; 2.1 Mediational means; 2.1.1 Psychological tools and human mediation; 2.1.2 Language and communicative interaction.
- 2.1.3 Language meaning and emergent structure2.2 Internalization and zone of proximal development; 2.2.1 Linking the social-external and the individual-internal; 2.2.2 Zone of proximal development; 2.2.3 Instruction, learning, and development; 2.3 Microdiscourse analysis as an approach to understanding interaction and L2 development; 2.3.1 An emic perspective on talk-for-action; 2.3.2 Transcription and representation of interaction; 2.3.3 Capturing the process "in flight"; 2.4 Pedagogical implications; Data session 1; The data; Line-by-line analysis and elaborating the transcript.
- Questions for discussionChapter€3. Communicative interaction as a source and driver of development; 3.1 More on communicative interaction from the SCT perspective; 3.1.1 From acquisition to internalization; 3.1.2 From interaction as context to interaction as joint activity; 3.1.3 Assisted performance, scaffolding, and human mediation; 3.2 Tracing the genesis of L2 abilities in interaction; 3.2.1 Linking knowledge of language to performance; 3.2.2 Imitation and internalization; 3.3 The genesis of conscious L2 knowledge in interaction; 3.3.1 The growth of L2 knowledge in meaning-focused tasks.
- 3.3.2 The growth of L2 knowledge in collaborative awareness-raising tasks3.4 Pedagogical implications; Data session 2; The data; Transcription and analysis; Questions for discussion; Chapter€4. L2 interaction and negotiation for meaning; 4.1 Negotiation for meaning as co-regulation; 4.1.1 Maintaining intersubjectivity in interaction; 4.1.2 Negotiating appropriate forms of support; 4.2 Initiation and uptake of human mediation; 4.2.1 Self-initiated mediation sequences; 4.2.2 Other-initiated mediation sequences; 4.2.3 The mediation sequence as a unit of microgenetic analysis.
- 4.3 Incidental microgenesis4.3.1 Repair-mediated incidental microgenesis; 4.3.2 Picking up and recycling L2 resources; 4.3.3 Summary; 4.4 Pedagogical implications; Data session 3; The data; Co-regulation and mediation sequences; Questions for discussion; Chapter€5. The role of L1 interaction in L2 development; 5.1 Maximal and optimal use; 5.2 L1 use during L2 tasks; 5.2.1 L1 collaborative dialogue; 5.2.2 Intrapersonal functioning and L1 use; 5.3 L1 interaction for L2 metalinguistic development; 5.3.1 Sociopragmatics in L2 French; 5.3.2 Focus and declension in L2 German.