Interaction and Second Language Development

A Vygotskian perspective

Author
Rémi A. van Compernolle | Carnegie Mellon University
HardboundAvailable
ISBN 9789027213303 | EUR 95.00 | USD 143.00
 
PaperbackAvailable
ISBN 9789027213310 | EUR 33.00 | USD 49.95
 
e-Book
ISBN 9789027267696 | EUR 95.00/33.00*
| USD 143.00/49.95*
 
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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 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.
[Language Learning & Language Teaching, 44] 2015.  xi, 215 pp.
Publishing status: Available
Table of Contents
“The monograph makes an important contribution to educational praxis (unity of theory and practice) grounded in principles of Vygotskian psychology. Through use of Conversation Analysis, van Compernolle is able to document at a microgenetic level how mediation provided by conceptual knowledge of the target language and teacher sensitivity to a learner’s Zone of Proximal Development promote the growth of second language ability.”
“This book makes an important and original contribution to our understanding of the role of interaction in L2 development. Using a sociocultural theoretical framework and data extracts from L2 classrooms, the author uncovers the mechanisms by which L2 development occurs and explains in an accessible and reader-friendly way how collaborative co-construction is central to the process. Interaction and L2 Development: A Vygotskian Perspective will become a core reference for researchers and students interested in the process of language learning in formal settings.”
Interaction and Second Language Development: A Vygotskian Perspective provides a comprehensive and accessible synthesis of sociocultural approaches to understanding instructional interaction and the genesis of second language development. Throughout the book, van Compernolle presents clearly defined and well-illustrated concepts of the major tenets of Vygotsky’s sociocultural theory using numerous examples of co-produced mediation during jointly constructed talk-in-interaction. Theoretical discussion and analyses are complemented by pedagogical implications and recommendations that re-conceptualize the object of language learning, the meaning of linguistic and cultural competency, and the purposes and consequences of classroom interactional practices. I highly recommend this book for those wanting a robust understanding of what it means to conduct sociocultural research on the role of interaction and second language learning and development.”

video

Cited by

Cited by 33 other publications

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2023. Task-related collaborative behaviours in task-based oral peer interactions. The Language Learning Journal  pp. 1 ff. DOI logo
Al Masaeed, Khaled
2016. Judicious Use of L1 in L2 Arabic Speaking Practice Sessions. Foreign Language Annals 49:4  pp. 716 ff. DOI logo
AL MASAEED, KHALED
2020. Translanguaging in L2 Arabic Study Abroad: Beyond Monolingual Practices in Institutional Talk. The Modern Language Journal 104:1  pp. 250 ff. DOI logo
Alonso, Rosa Alonso
2018. Chapter 10. Speaking in a second language. In Speaking in a Second Language [AILA Applied Linguistics Series, 17],  pp. 225 ff. DOI logo
Dao, Phung, Suong Thi Thu Hoang & Mai Xuan Nhat Chi Nguyen
2024. Young learners’ synchronous online peer interaction: teachers’ beliefs of its benefits and implementation. Language Awareness 33:1  pp. 45 ff. DOI logo
Dolce, Frank M. & Rémi A. van Compernolle
2020. Topic management and student initiation in an advanced Chinese-as-a-foreign-language classroom. Classroom Discourse 11:1  pp. 80 ff. DOI logo
Feryok, Anne
2017. Sociocultural Theory and Task‐Based Language Teaching: The Role of Praxis. TESOL Quarterly 51:3  pp. 716 ff. DOI logo
Harumi, Seiko
Iwashita, Noriko & Phung Dao
2021. Peer Feedback in Second Language Oral Interaction. In The Cambridge Handbook of Corrective Feedback in Second Language Learning and Teaching,  pp. 275 ff. DOI logo
Kawafha, Hazem & Khaled Al Masaeed
2023. Multidialectal and multilingual translanguaging in L2 Arabic classrooms: teachers’ beliefs vs. actual practices. Frontiers in Education 8 DOI logo
Kinginger, Celeste & Qian Wu
2018. Learning Chinese through Contextualized Language Practices in Study Abroad Residence Halls: Two Case Studies. Annual Review of Applied Linguistics 38  pp. 102 ff. DOI logo
Kinginger, Celeste, Qian Wu, Sheng-Hsun Lee & Dali Tan
2016. The short-term homestay as a context for language learning. Study Abroad Research in Second Language Acquisition and International Education 1:1  pp. 34 ff. DOI logo
Lee, Sheng-Hsun
2017. Developing awareness and use of compliments in the Chinese homestay: A longitudinal case study . Applied Linguistics Review 8:4  pp. 441 ff. DOI logo
Lee, Sheng-Hsun
2022. How memories of study abroad experience are contextualized in the language classroom. Applied Linguistics Review 13:4  pp. 631 ff. DOI logo
Lee, Sheng-Hsun, Qian Wu, Chunyuan Di & Celeste Kinginger
2017. Learning to Eat Politely at the Chinese Homestay Dinner Table: Two Contrasting Case Studies. Foreign Language Annals 50:1  pp. 135 ff. DOI logo
Li, Li
2020. Sociocultural Theory and Teacher Cognition. In Language Teacher Cognition,  pp. 19 ff. DOI logo
Marden, Mariolina Pais & Jan Herrington
2020. Collaborative foreign language learning practices and design principles for supporting effective collaboration in a blended learning environment. Educational Media International 57:4  pp. 299 ff. DOI logo
Matsumoto, Yumi
2018. “Because We Are Peers, We Actually Understand”: Third‐Party Participant Assistance in English as a Lingua Franca Classroom Interactions. TESOL Quarterly 52:4  pp. 845 ff. DOI logo
Matsumoto, Yumi & Abby Mueller Dobs
2017. Pedagogical Gestures as Interactional Resources for Teaching and Learning Tense and Aspect in the ESL Grammar Classroom. Language Learning 67:1  pp. 7 ff. DOI logo
Qin, Tianyu
2023. Computerized Mediation in the Instruction and Development of L2 Pragmatic Competence: A Dynamic Assessment Perspective. In Crossing Boundaries in Researching, Understanding, and Improving Language Education [Educational Linguistics, 58],  pp. 149 ff. DOI logo
Salomão, Ana Cristina Biondo
2019. Teletandem and Teacher's Beliefs about Culture and Language. International Journal of Computer-Assisted Language Learning and Teaching 9:1  pp. 1 ff. DOI logo
Sato, Masatoshi
2017. Interaction Mindsets, Interactional Behaviors, and L2 Development: An Affective‐Social‐Cognitive Model. Language Learning 67:2  pp. 249 ff. DOI logo
Shintani, Natsuko
2018. Chapter 10. Mediating input-based tasks for beginner learners through task repetition. In Learning Language through Task Repetition [Task-Based Language Teaching, 11],  pp. 255 ff. DOI logo
Sánchez-García, Davinia
2020. Mapping lecturer questions and their pedagogical goals in Spanish- andEnglish-medium instruction. Journal of Immersion and Content-Based Language Education 8:1  pp. 28 ff. DOI logo
Toth, Paul D.
2022. Introduction: Investigating Explicit L2 Grammar Instruction Through Multiple Theoretical and Methodological Lenses. Language Learning 72:S1  pp. 5 ff. DOI logo
Toth, Paul D. & Yohana Gil‐Berrio
2022. Exploring “Intersubjectivity Negotiation Episodes” and “Language Related Episodes” in Second‐Language Peer Interaction. Language Learning 72:S1  pp. 275 ff. DOI logo
Toth, Paul D. & Kara Moranski
2018. Why haven't we solved instructed SLA? A sociocognitive account. Foreign Language Annals 51:1  pp. 73 ff. DOI logo
Van Compernolle, Rémi A
2019. Constructing a Second Language Sociolinguistic Repertoire: A Sociocultural Usage-based Perspective. Applied Linguistics 40:6  pp. 871 ff. DOI logo
van Compernolle, Rémi A.
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2022. Consolidating EFL content and vocabulary learning via interactive reading. International Review of Applied Linguistics in Language Teaching 0:0 DOI logo
Yang, Lei
2023. An “Interactive Learning Model” to Enhance EFL Students’ Lexical Knowledge and Reading Comprehension. Sustainability 15:8  pp. 6471 ff. DOI logo
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This list is based on CrossRef data as of 19 february 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects

Main BIC Subject

CJA: Language teaching theory & methods

Main BISAC Subject

FOR000000: FOREIGN LANGUAGE STUDY / General
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2015032986 | Marc record