Interaction and Second Language Development
A Vygotskian perspective
1st Edition
Published on 16. December 2015
XI, 215 pages
978-90-272-6769-6 (ISBN)
Description
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, the chapters delve into a wide range of topics illustrating how the social and the individual are united in interaction. Themes include psychological and human mediation, joint action, negotiation for meaning, the role of first language use, embodied and nonverbal behaviors, and interactional competencies. Theoretical discussions and key concepts are reinforced and illustrated with detailed qualitative analyses of interaction in a variety of second language contexts. Each chapter also includes pedagogical recommendations. Supplemental materials or 'data sessions' that engage the readers with the themes presented in the book through sample analytic exercises are included, while videos have been made available online at: http://dx.doi.org/10.1075/lllt.44.video.
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Content
- 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
