Interaction and Second Language Development
A Vygotskian perspective
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
© John Benjamins
Table of Contents
Chapter 1. Introduction
Chapter 2. Key concepts and theoretical considerations
Chapter 3. Communicative interaction as a source and driver of development
Chapter 4. L2 Interaction and negotiation for meaning
Chapter 5. The role of L1 interaction in L2 development
Chapter 6. Participation and active reception
Chapter 7. Diagnosis-through-intervention: Dynamic assessment
Chapter 8. The mediational nature of interactional competence
Chapter 9. Conclusion
“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.”
James P. Lantolf, The Pennsylvania State University
“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.”
Steve Walsh, Newcastle University
“ 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.”
Richard Donato, University of Pittsburgh
Aljaafreh, A., & Lantolf, J.P.
Antón, M., & DiCamilla, F.J.
Canale, M., & Swain, M.
Centeno-Cortés, B., & Jiménez Jiménez, A.F.
Dewaele, J.-M., & Li, W.
DiCamilla, F.J., & Antón, M.
Dunn, W., & Lantolf, J.P.
(2005) A concept-based approach to writing instruction: From the abstract concept to the concrete performance. Unpublished doctoral dissertation. The Pennsylvania State University, University Park, PA.
Feuerstein, R., Rand, Y., & Hoffman, M.
Firth, A., & Wagner, J.
Gass, S.M., & Varonis, E.M.
Guk, I., & Kellogg, D
Hall, J.K., & Pekarek Doehler, S.
Hall, J.K., Hellermann, J., & Pekarek Doehler, S.
Haywood, H.C., & Lidz, C.S.
Hellermann, J., & Doehler, S.
(1987) Emergent grammar [Electronic version]. Berkeley Linguistics Society, 13, 139–157. Available from: http://home.eserver.org/hopper/emergence.html
Kasper, G., & Wagner, J.
Kramsch, C., & Whiteside, A.
Lantolf, J.P., & Poehner, M.E.
Lantolf, J.P., & Thorne, S.L.
Lave, J., & Wenger, E.
Lyster, R., & Ranta, L.
Mackey, A., & Polio, C.
McCafferty, M., & Stam, G.
Meltzoff, A.N., & Gopnik, A.
Mondada, L., & Doehler, S.
(2003) A sociocultural approach to teaching and researching second language: Systemic-theoretical instruction and second language development. Unpublished PhD thesis, The Pennsylvania State University, University Park.
Ochs, E. & Schieffelin, B.
(2010) The bilingual turn in SLA. Plenary address delivered at the AAAL (American Association for Applied Linguistics) Conference, Atlanta, GA, March 6–9.
Pekarek Doehler, S.
(2005) Dynamic assessment among advanced L2 learners of French. Unpublished doctoral dissertation, The Pennsylvania State University, University Park, PA.
Poehner, M.E., & Lantolf, J.P.
Poehner, M.E., & van Compernolle, R.A.
(2011) Frames of interaction in dynamic assessment: Developmental diagnoses of second language learning. InM.E. Poehner & P. Rae-Dickens(Eds.), Addressing issues of access and fairness in education through dynamic assessment [Special issue]. Assessment in Education: Principles, Policy and Practice, 18(2), 183–198.
(2012, March). Diagnosis and instruction in dynamic assessment interactions. Paper presented at theannual meeting of the American Association for Applied Linguistics. Boston, MA.
(2009) Development in dialogic teaching skills: A micro-analytic case study of a pre-service ITA.Unpublished dissertation, The Pennsylvania State University, University Park.
Sacks, H., Schegloff, E., & Jefferson, G.
Schegloff, E., Jefferson, G., & Sacks, H.
Schmidt, R., & Frota, S.
Smit, U., & Dafouz, E.
Spada, N. & Lightbown, P.M.
Steinbach-Koehler, F., & Thorne, S.L.
Sternberg, R.J., & Grigorenko, E.L.
Swain, M., & Lapkin, S.
Swain, S., & Lapkin, S.
Swain, M., Lapkin, S., Knouzi, I., Suzuki, W., & Brooks, L.
Ten Have, P.
Tharp, R., & Gallimore, R.
Thorne, S.L., & Lantolf, J.P.
Turnbull, M., & Dailey-O’Cain, J.
van Compernolle, R.A.
(2011) Responding to questions and L2 learner interactional competence during language proficiency interviews: A microanalytic study with pedagogical implications. InJ.K. Hall, J. Hellermann, & S. Pekarek Doehler(Eds.), L2 interactional competence and development (pp. 117–144). Bristol: Multilingual Matters.
van Compernolle, R.A., & Henery, A.
van Compernolle, R.A., & Smotrova, T.
van Compernolle, R.A., & Williams, L.
Van der Veer, R., & Valsiner, J.
Van Lier, L.
van Lier, L.
Villamil, O., & DeGuerrero, M.
Walter, D., & van Compernolle, R.A.
in press). Concept-based instruction of L2 German declension. Innovation in Language Learning and Teaching.
Wong, J., & Waring, H.Z.
Wood, D., Bruner, J.S., & Ross, G.
(2000) Interactional competence: Challenges for validity. Paper presented at ajoint symposium on 'Interdisciplinary Interfaces with Language Testing' held at the annual meeting of the American Association for Applied Linguistics and the Language Testing Research Colloquium, March 11, 2000, Vancouver, British Columbia, Canada.
Zhang, H., & van Compernolle, R.A.
Cited by 21 other publications
Al Masaeed, Khaled
AL MASAEED, KHALED
Alonso, Rosa Alonso
Dolce, Frank M. & Rémi A. van Compernolle
Kinginger, Celeste & Qian Wu
Kinginger, Celeste, Qian Wu, Sheng-Hsun Lee & Dali Tan
Lee, Sheng-Hsun, Qian Wu, Chunyuan Di & Celeste Kinginger
Marden, Mariolina Pais & Jan Herrington
Matsumoto, Yumi & Abby Mueller Dobs
Salomão, Ana Cristina Biondo
Toth, Paul D. & Kara Moranski
Van Compernolle, Rémi A
van Compernolle, Rémi A.
This list is based on CrossRef data as of 17 october 2021. 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 & Metadata
BIC Subject: CJA – Language teaching theory & methods
BISAC Subject: FOR000000 – FOREIGN LANGUAGE STUDY / General