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El. knyga: Interaction and Second Language Development: A Vygotskian perspective

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(Carnegie Mellon University)
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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 (e.g., videos, transcripts, discussion questions) have been made available as “data sessions” on the book’s companion website so that readers can engage with the themes presented in the book through sample analytic exercises.
Acknowledgements ix
Transcription conventions xi
Chapter 1 Introduction
1(8)
1.1 Interaction and SLA
3(5)
1.1.1 The interaction hypothesis
3(1)
1.1.2 Toward a stronger conception of social interaction in SLA
4(2)
1.1.3 Interaction and Vygotskian sociocultural theory
6(2)
1.2 Organization of the book
8(1)
Chapter 2 Key concepts and theoretical considerations
9(26)
2.1 Mediational means
9(8)
2.1.1 Psychological tools and human mediation
9(3)
2.1.2 Language and communicative interaction
12(3)
2.1.3 Language meaning and emergent structure
15(2)
2.2 Internalization and zone of proximal development
17(4)
2.2.1 Linking the social-external and the individual-internal
17(1)
2.2.2 Zone of proximal development
18(1)
2.2.3 Instruction, learning, and development
19(2)
2.3 Microdiscourse analysis as an approach to understanding interaction and L2 development
21(9)
2.3.1 An emic perspective on talk-for-action
22(2)
2.3.2 Transcription and representation of interaction
24(4)
2.3.3 Capturing the process "in flight"
28(2)
2.4 Pedagogical implications
30(5)
Data session 1
32(3)
Chapter 3 Communicative interaction as a source and driver of development
35(28)
3.1 More on communicative interaction from the SCT perspective
35(8)
3.1.1 From acquisition to internalization
35(3)
3.1.2 From interaction as context to interaction as joint activity
38(3)
3.1.3 Assisted performance, scaffolding, and human mediation
41(2)
3.2 Tracing the genesis of L2 abilities in interaction
43(8)
3.2.1 Linking knowledge of language to performance
44(2)
3.2.2 Imitation and internalization
46(5)
3.3 The genesis of conscious L2 knowledge in interaction
51(8)
3.3.1 The growth of L2 knowledge in meaning-focused tasks
51(3)
3.3.2 The growth of L2 knowledge in collaborative awareness-raising tasks
54(5)
3.4 Pedagogical implications
59(4)
Data session 2
60(3)
Chapter 4 L2 interaction and negotiation for meaning
63(26)
4.1 Negotiation for meaning as co-regulation
64(8)
4.1.1 Maintaining intersubjectivity in interaction
65(3)
4.1.2 Negotiating appropriate forms of support
68(4)
4.2 Initiation and uptake of human mediation
72(7)
4.2.1 Self-initiated mediation sequences
72(2)
4.2.2 Other-initiated mediation sequences
74(2)
4.2.3 The mediation sequence as a unit of microgenetic analysis
76(3)
4.3 Incidental microgenesis
79(5)
4.3.1 Repair-mediated incidental microgenesis
79(3)
4.3.2 Picking up and recycling L2 resources
82(1)
4.3.3 Summary
83(1)
4.4 Pedagogical implications
84(5)
Data session 3
86(3)
Chapter 5 The role of L1 interaction in L2 development
89(24)
5.1 Maximal and optimal use
89(3)
5.2 L1 use during L2 tasks
92(7)
5.2.1 L1 collaborative dialogue
93(2)
5.2.2 Intrapersonal functioning and L1 use
95(4)
5.3 L1 interaction for L2 metalinguistic development
99(7)
5.3.1 Sociopragmatics in L2 French
100(3)
5.3.2 Focus and declension in L2 German
103(3)
5.4 Pedagogical implications
106(7)
Data session 4
109(4)
Chapter 6 Participation and active reception
113(28)
6.1 Multiple roles for "speakers" and "hearers"
114(8)
6.1.1 Goffman's concept of footing
114(4)
6.1.2 Interactive footing, mediation, and internalization
118(4)
6.2 Recycling patterns of language and meaning
122(6)
6.2.1 The linguistic focus
122(4)
6.2.2 The semiotic focus
126(2)
6.3 Private activity in interaction
128(6)
6.3.1 Self-directed talk
129(2)
6.3.2 Eye gaze, body posture, and gesture
131(3)
6.4 Pedagogical implications
134(7)
Data session 5
136(5)
Chapter 7 Diagnosis-through-intervention: Dynamic assessment
141(30)
7.1 Dynamic assessment and L2 development
141(9)
7.1.1 The ZPD as a construct for unifying teaching and testing
141(4)
7.1.2 Approaches to supporting learners in DA
145(5)
7.2 Interacting in and around different task types
150(5)
7.2.1 Communicative tasks
150(3)
7.2.2 Language tests
153(2)
7.3 Frames of interaction
155(9)
7.3.1 Collaborative frame
155(3)
7.3.2 Cooperative frame
158(2)
7.3.3 Interplay between collaborative and cooperative frames
160(4)
7.4 Pedagogical implications
164(7)
Data session 6
166(5)
Chapter 8 The mediational nature of interactional competence
171(26)
8.1 Dimensions of interactional competence
171(7)
8.1.1 Competencies underlying successful interaction
172(3)
8.1.2 Competencies that become available in interaction
175(3)
8.2 Interactional competence as mediated action
178(6)
8.2.1 Interactional competencies mediate L2 development
179(3)
8.2.2 L2 development mediates interactional competence
182(2)
8.3 Classroom interactional competence
184(6)
8.3.1 Teacher interactional competencies
185(3)
8.3.2 Learner interactional competencies
188(2)
8.4 Pedagogical implications
190(7)
Data session 7
193(4)
Chapter 9 Conclusion
197(8)
9.1 Mediation and joint activity
197(3)
9.2 Implications
200(3)
9.2.1 Research
200(2)
9.2.2 Pedagogy
202(1)
9.3 Final comments
203(2)
References 205(10)
Index 215
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