Drawing on Vygotsky’s Sociocultural Theory (SCT) and the theory of Instructional Conversation (IC), this study explores the development of L2 learners’ understanding of the second conditional during an IC in an online teaching video made by Macmillan Learning Teaching Education. During the IC, the instructor leads students toward a conceptual understanding of the second conditional by providing appropriate mediation sensitive to the class’s zone of proximal development (ZPD). The transcripts of the IC are analyzed with regard to the amount and type(s) of instructional mediation and the development opportunities created in this type of collaborative interaction. The analysis demonstrates the conceptual and linguistic development among the students in terms of the second conditional and shows the value of IC in creating a ZPD to promote L2 conceptual and linguistic development. In addition, this study raises the awareness of the value of online teaching videos in Sociocultural Theory and teacher education.
{"title":"Promoting Conceptual Development of the Second Conditional in the Classroom Zone of Proximal Development","authors":"Junling Zhu","doi":"10.1558/LST.39031","DOIUrl":"https://doi.org/10.1558/LST.39031","url":null,"abstract":"Drawing on Vygotsky’s Sociocultural Theory (SCT) and the theory of Instructional Conversation (IC), this study explores the development of L2 learners’ understanding of the second conditional during an IC in an online teaching video made by Macmillan Learning Teaching Education. During the IC, the instructor leads students toward a conceptual understanding of the second conditional by providing appropriate mediation sensitive to the class’s zone of proximal development (ZPD). The transcripts of the IC are analyzed with regard to the amount and type(s) of instructional mediation and the development opportunities created in this type of collaborative interaction. The analysis demonstrates the conceptual and linguistic development among the students in terms of the second conditional and shows the value of IC in creating a ZPD to promote L2 conceptual and linguistic development. In addition, this study raises the awareness of the value of online teaching videos in Sociocultural Theory and teacher education.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47495344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Li, L. (2020). Language Teacher Cognition: A Sociocultural Perspective. London: Palgrave/Macmillan. 369 pp. $85.68 (Hard Cover) ISBN 978-1-137-51133-1; $70.52 (e-book) ISBN 978-1-137-51134-8.
{"title":"Li, L. (2020). Language Teacher Cognition: A Sociocultural Perspective","authors":"Karen E. Johnson","doi":"10.1558/LST.42530","DOIUrl":"https://doi.org/10.1558/LST.42530","url":null,"abstract":"Li, L. (2020). Language Teacher Cognition: A Sociocultural Perspective. London: Palgrave/Macmillan. 369 pp. $85.68 (Hard Cover) ISBN 978-1-137-51133-1; $70.52 (e-book) ISBN 978-1-137-51134-8.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49521280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Topic Hypothesis (Pienemann, Di Biase, and Kawaguchi, 2005) predicts that L2 Chinese learners must go through three stages in the processing of L2 syntax (Stage 1: SVO; Stage 2: ADJ+SVO; Stage 3: OSV). The current study investigated whether properly organized instruction (Concept-based Instruction/Systemic Theoretical Instruction) could allow learners to process and produce two stages of grammar structures at the same time. Two beginning Chinese learners at Stage 1 received concept-based instruction that taught both OSV and ADJ+SVO structures in the same instructional session. Learners’ spontaneous speech indicate that both learners were capable to process and produce the two newly taught grammar structures after one instructional session. Post-test and delayed post-test show that both grammar structures were processable by the two learners. This study highlights the importance of instruction to shape cognitive development, which echoes Vygotsky’s (1986) notion that good instruction shall lead development.
{"title":"Testing the Topic Hypothesis","authors":"Xian Zhang","doi":"10.1558/LST.37716","DOIUrl":"https://doi.org/10.1558/LST.37716","url":null,"abstract":"The Topic Hypothesis (Pienemann, Di Biase, and Kawaguchi, 2005) predicts that L2 Chinese learners must go through three stages in the processing of L2 syntax (Stage 1: SVO; Stage 2: ADJ+SVO; Stage 3: OSV). The current study investigated whether properly organized instruction (Concept-based Instruction/Systemic Theoretical Instruction) could allow learners to process and produce two stages of grammar structures at the same time. Two beginning Chinese learners at Stage 1 received concept-based instruction that taught both OSV and ADJ+SVO structures in the same instructional session. Learners’ spontaneous speech indicate that both learners were capable to process and produce the two newly taught grammar structures after one instructional session. Post-test and delayed post-test show that both grammar structures were processable by the two learners. This study highlights the importance of instruction to shape cognitive development, which echoes Vygotsky’s (1986) notion that good instruction shall lead development.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42013756","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Applied Linguistics: Towards a New Integration? by Lars Sigfred Evensen (2013)
应用语言学：走向新的整合？作者：Lars Sigfred Evensen（2013）
{"title":"Applied Linguistics: Towards a New Integration? by Lars Sigfred Evensen (2013)","authors":"Paolo Infante","doi":"10.1558/LST.29587","DOIUrl":"https://doi.org/10.1558/LST.29587","url":null,"abstract":"Applied Linguistics: Towards a New Integration? by Lars Sigfred Evensen (2013)","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47583120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study is a replication of Upper (1974). Our results are identical. We too have been unable to focus and accomplish our writing goals since the beginning of the global pandemic. We are certainly not alone, and we would like to recognize all of our colleagues who have also had to take on additional responsibilities at work and at home over the past year that have made writing nearly impossible.
{"title":"It’s Beyond Our Group ZPD","authors":"R. A. V. Compernolle, D. Leontjev","doi":"10.1558/LST.19302","DOIUrl":"https://doi.org/10.1558/LST.19302","url":null,"abstract":"This study is a replication of Upper (1974). Our results are identical. We too have been unable to focus and accomplish our writing goals since the beginning of the global pandemic. We are certainly not alone, and we would like to recognize all of our colleagues who have also had to take on additional responsibilities at work and at home over the past year that have made writing nearly impossible.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45422179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Taking a case study approach, this study investigated the differential potentials of interactionist and interventionist Dynamic Assessment (DA) as diagnostic tools for the investigation of the difficulties faced by five Farsi-speaking learners of English argumentative writing. The study was conducted as part of an EFL academic writing course which aimed to improve learners’ ability to present strong arguments based on a revised version of Toulmin’s model (Qin, 2009). The focus of the study was on the process rather than the product of learning, with the aim of gaining insights into the diagnostic nature of DA to address persistent problems these learners had been shown to have, as confirmed by their instructor. Data were collected via individualized sessions between the mediator and the learners, randomly assigned into interactionist (n=3) and interventionist (n=2) DA groups. Qualitative analysis of transcribed interactions evidenced that interactionist DA could provide more nuanced understandings of the learners’ ZPDs in relation to the components of Toulmin’s model. Suggestions for further research have been made.
{"title":"The Differential Diagnostic Affordances of Interventionist and Interactionist Dynamic Assessment for L2 Argumentative Writing","authors":"Hossein Nassaji, Ali Kushki, M. Rahimi","doi":"10.1558/LST.37685","DOIUrl":"https://doi.org/10.1558/LST.37685","url":null,"abstract":"Taking a case study approach, this study investigated the differential potentials of interactionist and interventionist Dynamic Assessment (DA) as diagnostic tools for the investigation of the difficulties faced by five Farsi-speaking learners of English argumentative writing. The study was conducted as part of an EFL academic writing course which aimed to improve learners’ ability to present strong arguments based on a revised version of Toulmin’s model (Qin, 2009). The focus of the study was on the process rather than the product of learning, with the aim of gaining insights into the diagnostic nature of DA to address persistent problems these learners had been shown to have, as confirmed by their instructor. Data were collected via individualized sessions between the mediator and the learners, randomly assigned into interactionist (n=3) and interventionist (n=2) DA groups. Qualitative analysis of transcribed interactions evidenced that interactionist DA could provide more nuanced understandings of the learners’ ZPDs in relation to the components of Toulmin’s model. Suggestions for further research have been made.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2020-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47345240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article explores the applicability of a Peircean approach to the intersubjectivity of adult-child shared reading. Peirce’s semiosis serves as an analytical device for ways in which intersubjectivity transcends social interaction. By scrutinising instances of signification, i.e., the production and interpretation of signs constitutive of meaning making in the reading of a dual-language picturebook, the analysis reveals that the word-image complementarity renders an unfolding of intersubjective nuances in collaborative learning and intervention. This provides impetus for furthering Vygotsky’s sign mediation to embrace the notion of ‘intersemiosis’ as indexed to the interdependence of signifying codes in communication and representation, thus theorising how the signification of such codes elicits, invites, and empowers social interaction. Resonant with edusemiotics, increasingly a reference point in the philosophical foundation of learning and development, this article offers pedagogical implications for teachers.
{"title":"‘Good Packaging Can be Misleading’","authors":"James Ma","doi":"10.1558/LST.18833","DOIUrl":"https://doi.org/10.1558/LST.18833","url":null,"abstract":"This article explores the applicability of a Peircean approach to the intersubjectivity of adult-child shared reading. Peirce’s semiosis serves as an analytical device for ways in which intersubjectivity transcends social interaction. By scrutinising instances of signification, i.e., the production and interpretation of signs constitutive of meaning making in the reading of a dual-language picturebook, the analysis reveals that the word-image complementarity renders an unfolding of intersubjective nuances in collaborative learning and intervention. This provides impetus for furthering Vygotsky’s sign mediation to embrace the notion of ‘intersemiosis’ as indexed to the interdependence of signifying codes in communication and representation, thus theorising how the signification of such codes elicits, invites, and empowers social interaction. Resonant with edusemiotics, increasingly a reference point in the philosophical foundation of learning and development, this article offers pedagogical implications for teachers.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":"1 1","pages":""},"PeriodicalIF":1.0,"publicationDate":"2020-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41539422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Vygotsky’s (1978, 1987) notion of the Zone of Proximal Development (ZPD) brings into focus the dialectical nature of interactional processes that provoke second language (L2) learner development. Two areas of L2 sociocultural theory (SCT-L2) scholarship that draw upon the ZPD as a framework for organizing instructional interactions are Dynamic Assessment (DA), wherein mediator-learner interaction functions to diagnose learner maturing abilities (Poehner, 2008), and Mediated Development (MD), an interactional framework that fosters learner capacity to understand and employ L2 concepts within communicative activities (Poehner and Infante, 2017). We argue that DA foregrounds assessing learner emerging abilities without losing sight of their development through instruction, while MD shows how appropriate instruction has to include assessing the learner. This paper extends the argument that ZPD activity represents the dialectical relation between teaching and assessing through analysis of transcribed classroom interaction that supports the perspective that DA and MD can function together as part of a coherent L2 SCT pedagogy.
{"title":"Realizing the ZPD in Second Language Education: The Complementary Contributions of Dynamic Assessment and Mediated Development","authors":"Paolo Infante, M. E. Poehner","doi":"10.1558/lst.38916","DOIUrl":"https://doi.org/10.1558/lst.38916","url":null,"abstract":"Vygotsky’s (1978, 1987) notion of the Zone of Proximal Development (ZPD) brings into focus the dialectical nature of interactional processes that provoke second language (L2) learner development. Two areas of L2 sociocultural theory (SCT-L2) scholarship that draw upon the ZPD as a framework for organizing instructional interactions are Dynamic Assessment (DA), wherein mediator-learner interaction functions to diagnose learner maturing abilities (Poehner, 2008), and Mediated Development (MD), an interactional framework that fosters learner capacity to understand and employ L2 concepts within communicative activities (Poehner and Infante, 2017). We argue that DA foregrounds assessing learner emerging abilities without losing sight of their development through instruction, while MD shows how appropriate instruction has to include assessing the learner. This paper extends the argument that ZPD activity represents the dialectical relation between teaching and assessing through analysis of transcribed classroom interaction that supports the perspective that DA and MD can function together as part of a coherent L2 SCT pedagogy.","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49596632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This special issue, ‘Exploring the Role of Dynamic Assessment in Language Education’, began to take shape at a colloquium of the same name at the 2016 Georgetown University Roundtable (GURT). That particular edition of GURT was organized by the Assessment and Evaluation Language Resource Center (AELRC) at Georgetown and was aptly titled Useful Assessment and Evaluation in Language Education. The purpose of our colloquium was to present and compare four novel approaches to Dynamic Assessment (DA) that would provide a richer understanding of how DA for L2 development had evolved over the years. Indeed, dynamic assessment, one of the main applications of Vygotsky’s (1987) notion of Zone of Proximal Development (ZPD) applied to the teaching-learning-assessment dialectic, has been increasingly regarded as a fundamental construct in L2 education (Lantolf and Poehner, 2014). Framed within a Vygotskian sociocultural perspective, DA integrates instruction and assessment with the goal of ascertaining and promoting L2 development, placing the learner at the center of the teaching/learning activity. This is precisely one of the key elements of useful approaches to assessment and evaluation, ‘a comprehensive approach to education that is accountable to the needs of learners, the values of scholarly disciplines, and the well-being of society’ (Davis, 2018: vii). That is, rather than focusing on placement, diagnostic, achievement or other accountability measures, useful methods of assessment are transformative approaches that intend to provide a better understanding
本期特刊《探索动态评估在语言教育中的作用》是在2016年乔治城大学圆桌会议(GURT)的同名研讨会上开始形成的。这一特殊版本的GURT是由乔治城的评估和评估语言资源中心(AELRC)组织的，并被恰当地命名为“语言教育中的有用评估和评估”。本次研讨会的目的是介绍和比较动态评估(DA)的四种新方法，这些方法将为L2开发的DA如何发展提供更丰富的理解。事实上，作为维果茨基(1987)的最近发展区(ZPD)概念在教学-学习-评估辩证法中的主要应用之一，动态评估越来越被视为第二语言教育的基本结构(Lantolf and Poehner, 2014)。在维果茨基社会文化视角的框架下，DA将教学和评估与确定和促进二语发展的目标相结合，将学习者置于教学/学习活动的中心。这正是有用的评估和评价方法的关键要素之一，“一种对学习者的需求、学术学科的价值和社会福祉负责的综合教育方法”(Davis, 2018: vii)。也就是说，有用的评估方法不是专注于安置、诊断、成就或其他问责措施，而是旨在提供更好理解的变革性方法
{"title":"Exploring the Role of Dynamic Assessment in Language Education: An Introduction to the Special Issue","authors":"Próspero N. García","doi":"10.1558/lst.38912","DOIUrl":"https://doi.org/10.1558/lst.38912","url":null,"abstract":"This special issue, ‘Exploring the Role of Dynamic Assessment in Language Education’, began to take shape at a colloquium of the same name at the 2016 Georgetown University Roundtable (GURT). That particular edition of GURT was organized by the Assessment and Evaluation Language Resource Center (AELRC) at Georgetown and was aptly titled Useful Assessment and Evaluation in Language Education. The purpose of our colloquium was to present and compare four novel approaches to Dynamic Assessment (DA) that would provide a richer understanding of how DA for L2 development had evolved over the years. Indeed, dynamic assessment, one of the main applications of Vygotsky’s (1987) notion of Zone of Proximal Development (ZPD) applied to the teaching-learning-assessment dialectic, has been increasingly regarded as a fundamental construct in L2 education (Lantolf and Poehner, 2014). Framed within a Vygotskian sociocultural perspective, DA integrates instruction and assessment with the goal of ascertaining and promoting L2 development, placing the learner at the center of the teaching/learning activity. This is precisely one of the key elements of useful approaches to assessment and evaluation, ‘a comprehensive approach to education that is accountable to the needs of learners, the values of scholarly disciplines, and the well-being of society’ (Davis, 2018: vii). That is, rather than focusing on placement, diagnostic, achievement or other accountability measures, useful methods of assessment are transformative approaches that intend to provide a better understanding","PeriodicalId":41451,"journal":{"name":"Language and Sociocultural Theory","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2019-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47836557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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