Activiating the Zone of Proximal Development of Japanese Language Learners: Language-Exchange Partnerships (LEPs) at an Australian University

Abstract

!is study examines how social interactions in language-exchange partnership sessions can create opportunities for Japanese language learners to use and learn Japanese. !e participants in this study were two pairs, consisting of a Japanese native speaker and an Australian studying Japanese at an Australian university. !is study, employing Vygotsky’s Zone of Proximal Development and assistance to novices by experts, examined what factors enable participants in language-exchange partnerships to provide or receive language assistance within Japanese language learners’ zones of proximal development. As a result of the analysis, this study identi"ed two important factors that had this e#ect: using shared learning experience in language-exchange partnerships, and actively negotiating the level of assistance. Language-exchange partnerships are a new type of learning experience for many participants. It can be anticipated that some participants may struggle to interact and learn from the interaction in the sessions. !erefore, this paper will provide pedagogical suggestions to improve interactions and learning outcomes from language-exchange partnerships. Moreover, suggestions for future research directions are presented in the conclusion of this paper.