Realizing the ZPD in Second Language Education: The Complementary Contributions of Dynamic Assessment and Mediated Development

IF 0.5 Q3 LINGUISTICS

Language and Sociocultural Theory Pub Date : 2019-09-04 DOI:10.1558/lst.38916

Paolo Infante, M. E. Poehner

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引用次数: 7

Abstract

Vygotsky’s (1978, 1987) notion of the Zone of Proximal Development (ZPD) brings into focus the dialectical nature of interactional processes that provoke second language (L2) learner development. Two areas of L2 sociocultural theory (SCT-L2) scholarship that draw upon the ZPD as a framework for organizing instructional interactions are Dynamic Assessment (DA), wherein mediator-learner interaction functions to diagnose learner maturing abilities (Poehner, 2008), and Mediated Development (MD), an interactional framework that fosters learner capacity to understand and employ L2 concepts within communicative activities (Poehner and Infante, 2017). We argue that DA foregrounds assessing learner emerging abilities without losing sight of their development through instruction, while MD shows how appropriate instruction has to include assessing the learner. This paper extends the argument that ZPD activity represents the dialectical relation between teaching and assessing through analysis of transcribed classroom interaction that supports the perspective that DA and MD can function together as part of a coherent L2 SCT pedagogy.

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在第二语言教育中实现ZPD：动态评估与中介发展的互补贡献

维果茨基（1978、1987）的“近距离发展区”（ZPD）概念使人们关注到激发第二语言学习者发展的互动过程的辩证本质。二语社会文化理论（SCT-L2）学术的两个领域是动态评估（DA）和中介发展（MD），前者利用ZPD作为组织教学互动的框架，其中中介-学习者互动用于诊断学习者的成熟能力（Poehner，2008），一个互动框架，培养学习者在交际活动中理解和运用二语概念的能力（Poehner和Infante，2017）。我们认为，DA强调评估学习者的新兴能力，而不忽视他们通过教学的发展，而MD则表明了适当的教学必须包括评估学习者。本文通过对转录课堂互动的分析，扩展了ZPD活动代表教学和评估之间的辩证关系的论点，支持DA和MD可以作为连贯的L2 SCT教学法的一部分共同发挥作用的观点。

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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.