Key Concepts in Vygotsky's Theoretical Framework: L2 Classroom Interaction and Research

• 영문명: Key Concepts in Vygotsky's Theoretical Framework: L2 Classroom Interaction and Research
• 발행기관: 한국영어어문교육학회
• 저자명: Jung Mi Nam
• 간행물 정보: 『영어어문교육』영어어문교육 제11권 3호, 71~87쪽, 전체 17쪽
• 주제분류: 어문학 > 영어와문학
• 파일형태: PDF
• 발행일자: 2005.09.01

영문 초록

The role of interaction in second language (L2) classrooms has been examined from different angles, ranging from early studies of foreigner talk to the studies of the teacher- and task-based talk. However, most of the research on L2 classroom interaction has been based on a traditional psycholinguistic view of language and learning, failing to reconceptualize a broad and holistic understanding of L2 learning. Currently, many researchers have attempted to explore and describe classroom interaction in L2 classrooms from a sociocultural perspective. The purpose of this paper is to discuss Vygotsky's theoretical framework in terms of L2 classroom interaction and research from a sociocultural perspective, by describing three key concepts (zone of proximal development, private speech, and activity theory) in Vygotsky's theoretical framework and relating them to L2 classroom interaction. The results demonstrated the importance of social interaction for second language acquisition with the review of the related research study. It was also suggested that the dynamic and interactive processes of second language learning in the classroom should be valued by L2 researchers as well as L2 teachers. Finally, implications for the concepts for L2 classroom research and pedagogy are presented in the conclusion.

목차

Abstract

Ⅰ. INTRODUCTION

Ⅱ. KEY CONCEPTS IN VOGOTSKY'S THEORETICAL FRAMEWORK

Ⅲ. REVIEW OF L2 CLASSROOM RESEARCH BASED ON THE VYGOTSKIAN CONCEPTS

Ⅳ. CONCLUSION

REFERENCES

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