Interaction and Second Language Development

Name: Interaction and Second Language Development | A Vygotskian perspective
Brand: John Benjamins Publishing Company
Price: 118.99 EUR
Availability: OnlineOnly

A Vygotskian perspective

Rémi A. van Compernolle(Autor*in)

John Benjamins Publishing Company

1. Auflage

Erschienen am 16. Dezember 2015

XI, 215 Seiten

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978-90-272-6769-6 (ISBN)

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Inhalt

Intro
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 structure
2.2 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 discussion
Chapter 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 tasks
3.4 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 microgenesis
4.3.1 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
5.4 Pedagogical implications
Data session 4
The data
Analyzing the functions of L1 use
Questions for discussion
Chapter 6. Participation and active reception
6.1 Multiple roles for "speakers" and "hearers"
6.1.1 Goffman's concept of footing
6.1.2 Interactive footing, mediation, and internalization
6.2 Recycling patterns of language and meaning
6.2.1 The linguistic focus
6.2.2 The semiotic focus
6.3 Private activity in interaction
6.3.1 Self-directed talk
6.3.2 Eye gaze, body posture, and gesture
6.4 Pedagogical implications
Data session 5
The data
Analyzing the learners' participation
Questions for discussion
Chapter 7. Diagnosis-through-intervention Dynamic assessment
7.1 Dynamic assessment and L2 development
7.1.1 The ZPD as a construct for unifying teaching and testing
7.1.2 Approaches to supporting learners in DA
7.2 Interacting in and around different task types
7.2.1 Communicative tasks
7.2.2 Language tests
7.3 Frames of interaction
7.3.1 Collaborative frame
7.3.2 Cooperative frame
7.3.3 Interplay between collaborative and cooperative frames
7.4 Pedagogical implications
Data session 6
The data
Analyzing frames of interaction
Questions for discussion
Chapter 8. The mediational nature of interactional competence
8.1 Dimensions of interactional competence
8.1.1 Competencies underlying successful interaction
8.1.2 Competencies that become available in interaction
8.2 Interactional competence as mediated action
8.2.1 Interactional competencies mediate L2 development
8.2.2 L2 development mediates interactional competence
8.3 Classroom interactional competence
8.3.1 Teacher interactional competencies
8.3.2 Learner interactional competencies
8.4 Pedagogical implications
Data session 7
The data
Analysis
Questions for discussion
Chapter 9. Conclusion
9.1 Mediation and joint activity
9.2 Implications
9.2.1 Research
9.2.2 Pedagogy
9.3 Final comments
References
Index

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