A Psycholinguistic Framework for Task-Based Approaches to Language Teaching

English Language Teaching, Vol.1, No.2, December 2008

“…Vygotskian approaches to L2 learning have been gaining momentum in the field of L2 learning studies (Aljaafreh & Lantolf, 1994;Donato & McCormick, 1994;Foley, 1991;Lantolf, 2000;Schinke-Llano, 1993).Indeed, this increase in the visibility of social constructivism and particularly a recent upsurge of interest in Vygotsky's ideas have been the main propelling force behind our project. In this study, drawing upon the transformative epistemological orientation, we are to investigate the effectiveness of the amalgamation of the stated notions of Vygotsky and collaborative (cooperative) learning and teaching on reading enhancement of learners with reference to a typical English classroom in Iran.…”

Negotiated Interaction: A Way out of Cul-de-sac in Reading Classrooms

“…Vygotskian approaches to L2 learning have been gaining momentum in the field of L2 learning studies (Aljaafreh & Lantolf, 1994;Donato & McCormick, 1994;Foley, 1991;Lantolf, 2000;1994;Schinke-Llano, 1993).Indeed, this increase in the visibility of social constructivism and particularly a recent upsurge of interest in Vygotsky's ideas have been the main propelling force behind our project. In this study, drawing upon the transformative epistemological orientation, we are to investigate the effectiveness of the amalgamation of the stated notions of Vygotsky and collaborative (cooperative) learning and teaching on reading enhancement of learners with reference to a typical English classroom in Iran.…”

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“…That is, the tutor, by conducting cumulative G-DA, has provided the learner with opportunities for private speech as a mediational tool. According to Foley (1991), when an individual finds himself grappling with a difficult task, "he externalizes the inner order so that he may regulate himself" (p. 63). The function of private speech applied by the learners through interaction is not to communicate with someone else, but to support and help the self through problem-solving situations (Vygotsky, 1986).…”