Promoting Conceptual Development of the Second Conditional in the Classroom Zone of Proximal Development

IF 0.5 Q3 LINGUISTICS

Language and Sociocultural Theory Pub Date : 2021-02-24 DOI:10.1558/LST.39031

Junling Zhu

引用次数: 1

Abstract

Drawing on Vygotsky’s Sociocultural Theory (SCT) and the theory of Instructional Conversation (IC), this study explores the development of L2 learners’ understanding of the second conditional during an IC in an online teaching video made by Macmillan Learning Teaching Education. During the IC, the instructor leads students toward a conceptual understanding of the second conditional by providing appropriate mediation sensitive to the class’s zone of proximal development (ZPD). The transcripts of the IC are analyzed with regard to the amount and type(s) of instructional mediation and the development opportunities created in this type of collaborative interaction. The analysis demonstrates the conceptual and linguistic development among the students in terms of the second conditional and shows the value of IC in creating a ZPD to promote L2 conceptual and linguistic development. In addition, this study raises the awareness of the value of online teaching videos in Sociocultural Theory and teacher education.

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在近距离发展的课堂区域促进第二条件的概念发展

本研究借鉴维果茨基的社会文化理论（SCT）和教学会话理论（IC），在麦克米伦学习教学教育公司制作的在线教学视频中，探讨了二语学习者在教学会话中对第二条件的理解发展。在IC期间，讲师通过提供对班级近端发展区（ZPD）敏感的适当中介，引导学生对第二个条件有概念上的理解。IC的成绩单根据教学中介的数量和类型以及在这种类型的合作互动中创造的发展机会进行了分析。该分析从第二个条件的角度展示了学生在概念和语言方面的发展，并表明了IC在创建ZPD以促进二语概念和语言发展方面的价值。此外，本研究还提高了人们对网络教学视频在社会文化理论和教师教育中的价值的认识。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Language and Sociocultural Theory LINGUISTICS-

CiteScore

1.30

自引率

20.00%

发文量

期刊介绍： Language and Sociocultural Theory is an international journal devoted to the study of language from the perspective of Vygotskian sociocultural theory. Articles appearing in the journal may draw upon research in the following fields of study: linguistics and applied linguistics, psychology and cognitive science, anthropology, cultural studies, and education. Particular emphasis is placed on applied research grounded on sociocultural theory where language is central to understanding cognition, communication, culture, learning and development. The journal especially focuses on research that explores the role of language in the theory itself, including inner and private speech, internalization, verbalization, gesticulation, cognition and conceptual development. Work that explores connections between sociocultural theory and meaning-based theories of language also fits the journal’s scope.