Article published In:
Language Teaching for Young Learners
Vol. 3:1 (2021) ► pp.117136
Asher, J.
(1996) Learning another language through actions (5th ed.). Los Gatos, CA: Sky Oaks Productions.Google Scholar
Kellogg, D. & Ripp, A.
(2020) The question of questions: Hasan’s critiques, Vygotsky’s crises, and the child’s first interrogatives, Early Years, 40 (3) 351–369. DOI logoGoogle Scholar
Kellogg, D.
(2020) Realizations: non-causal but real relationships in and between Halliday, Hasan, and Vygotsky, Mind, Culture, and Activity, 27:3, 264–276. DOI logoGoogle Scholar
Aljaafreh, A., & Lantolf, J. P.
(1994) Negative feedback as regulation and second language learning in the zone of proximal development. Modern Language Journal, 781, 465–483. DOI logoGoogle Scholar
Bodrova, E., & Leong, D. J.
(2007) Tools of the mind. Upper Saddle River, NJ: Merrill.Google Scholar
Cameron, L.
(2001) Teaching foreign languages to young learners. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Chin, C., & Osborne, J.
(2008) Students’ questions: A potential resource for teaching and learning science. Studies in Science Education, 44(1), 1–39. DOI logoGoogle Scholar
Christie, F.
(2002) Classroom discourse analysis: A functional perspective. London: Continuum.Google Scholar
Christie, F., & Derewianka, B.
(2008) School discourse. London: Bloomsbury.Google Scholar
De Guerrero, M. C. M., & Villamil, O. S.
(2000) Activating the ZPD: Mutual scaffolding in L2 peer revision. Modern Language Journal, 841, 51–68. DOI logoGoogle Scholar
Halliday, M. A. K.
(2002) On grammar. London: Continuum.Google Scholar
(2004) The language of early childhood. London: Continuum.Google Scholar
Halliday, M. A. K. & Matthiessen, C. M. I. M.
(2014) Halliday’s introduction to functional grammar (4th ed.). London: Routledge. DOI logoGoogle Scholar
Hasan, R.
(2009) Semantic variation. London: Equinox.Google Scholar
Leontiev, A. N.
(1936?/2005) Study of the environment in the pedological works of L. S. Vygotsky. Journal of Russian and East European Psychology, 43(4): 8–28. DOI logoGoogle Scholar
Martin, J. R.
(2009) Genre and language learning: A social semiotic perspective. Linguistics and Education 201: 10–21. DOI logoGoogle Scholar
McClimans, L. M.
(2011) The art of asking questions. International Journal of Philosophical Studies, 19(4), 521–538. DOI logoGoogle Scholar
Mercer, N.
(1995) The guided construction of knowledge: Talk amongst teachers and learners. Clevedon: Multilingual Matters.Google Scholar
Ram, A.
(1991) A theory of questions and question asking. Journal of the Learning Sciences, 1(3–4), 273–318. DOI logoGoogle Scholar
Richardson, I. M.
(1991) Questions and the purpose of language-teaching. Language Learning Journal, 3(1), 78–80. DOI logoGoogle Scholar
Swain, M., & Watanabe, Y.
(2013) Languaging: Collaborative dialogue as a source of second language learning. In C. A. Chapelle (Ed.), Encyclopaedia of applied linguistics. Malden, MA: Wiley-Blackwell. DOI logoGoogle Scholar
Vygotsky, L. S.
(1986) Thought and language. Cambridge, MA: The MIT Press.Google Scholar
(1987) Collected works, Vol. 1. New York, NY: Plenum.Google Scholar
(1997) Collected works, Vol. 4. New York, NY: Plenum.Google Scholar
(1998) Collected works, Vol. 5. New York, NY: Plenum.Google Scholar
(forthcoming) L. S. Vygotsky’s pedological works, Vol. 2: The problem of age. Singapore: Springer.Google Scholar
Wells, G.
(1994) The complimentary contributions of Halliday and Vygotsky to a “language based theory of learning”. Linguistics and Education, 61, 41–90. DOI logoGoogle Scholar
(1999) Dialogic inquiry. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Wertsch, J. V.
(1985) Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.Google Scholar
Выготский Л.С
(2001) Лекции по педологии. Ижевск: Удмуртский университет.Google Scholar