Mediated Development: A Vygotskian Approach to Transforming Second Language Learner Abilities

Poehner, Matthew E.; Infante, Paolo

doi:10.1002/tesq.308

Cited by 79 publications

(73 citation statements)

References 20 publications

(27 reference statements)

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“…As discussed in previous sections, education practitioners have investigated the sociocultural framework for its potential to enhance teaching and learning practices from various perspectives (Lee, 2015;Poehner & Infante, 2016;Razak, Saeed, & Ahmad, 2013;Samana, 2013;Shaban, 2016a;Turk, 2008. Beyond classroom practices, the approach has been even used as a tool in teacher professional development (Shaban, 2016b;Shaban, Khatib, & Ebadi, 2010).…”

Section: The Implications Of the Vsa On Enhancing Interaction In Efl mentioning

confidence: 99%

“…Research outlets in educational psychology have indicated the importance and contribution of the Vygotskian framework to successful teaching and learning in general and in some fields such as sciences and teacher education (Belland, 2017;Haider &Yasmin, 2015;Harland, 2003;Kozulin, 2003;Lindblom, & Ziemke, 2002;Lourenço, 2012;Mahn, 2012;Shaban, 2016b). English language teaching professionals have also explored the contribution of the sociocultural approaches to teaching English as a second or a foreign language from various perspectives in different settings (Lee, 2015;Poehner & Infante, 2016;Rezaee & Azizi, 2012;Samana, 2013;Shaban, 2016a;Turk, 2008).…”

Section: Introductionmentioning

confidence: 99%

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The Relevance of the Vygotsky’s Sociocultural Approaches to Promote Interaction in EFL Classroom

Muhayimana¹

2017

JELTL

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<p class="IFAbodyindent">This paper that is a theoretical inquiry by design aimed at analyzing the importance and implications of the Vygotskian sociocultural approaches (VSA) on teaching and learning English as a foreign language (EFL). Scholarship indicated that EFL learners’ problems are tightly linked to the class culture that oftentimes involves teacher-centered instruction, rote learning, and restricted learner’s involvement and self-motivation in the learning process. It is the premise of this paper that revisiting the class culture and use the VSA will contribute a great deal to addressing some of communication and classroom interaction issues in EFL context. First, at the onset, the paper discussed the relevance of the framework to the teaching and learning of EFL. Second, the study delved into the literature that reviewed the four fundamental components of the framework that are tightly related to promoting language learning and classroom interaction. These concepts include social environment and use of tools vis-à-vis the learning and development process, scaffolding, and the notion of the zone of proximal development. Third, the paper looked into the implications of the VSA on enhancing interaction in EFL classroom that focused on knowledge about learners to better assist them, promotion of classroom discourse, and collaborative learning environment. Fourth, the conclusion underscored the paramount importance of the collaborative learning environment to sustain classroom interaction; that ending section also shed light on the limitations of the VSA and strategies to alleviate them.</p>

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Section: The Implications Of the Vsa On Enhancing Interaction In Efl mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Relevance of the Vygotsky’s Sociocultural Approaches to Promote Interaction in EFL Classroom

Muhayimana¹

2017

JELTL

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“…In mediated-learning experience, Feuerstein explains that visualizations, written explanation, models and examples are provided by mediators to stimulate the students to perform tasks (Poehner & Infante, 2017). These put in mind, a mediation which is selected by the teacher in the classroom can be in various types and categories depending on several considerations, such as students' abilities, learning objectives, and targeted tasks.…”

Section: Introductionmentioning

confidence: 99%

“…In mediated-learning experience, the cognitive and affective domains are inseparable in learning processes; as a result, Feuerstein (2003) cited by Poehner and Infante (2017) states that affective elements, such as feeling of competence and belief of positive behavior, might have implications on the students' orientation and performance. Therefore, in presenting a task, the teacher, as a mediator and a mediation herself, should select appropriate mediation that requires some criteria.…”

Section: Introductionmentioning

confidence: 99%

The Features of Mediation in Efl Classroom Interaction: Teacher Perspectives

Sundari

2020

IEFLJ

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The classroom is a place where the teacher, as an expert and the knower, teaches students through interactions influenced by several sociocultural backgrounds. Moreover, the teacher plays a role in mediating language learning processes by providing effective mediation. In brief, mediation can be defined as all objects delivered by the teacher to mediate the students to bring their current ability to the targeted performance. This current research serves to describe the features of mediation applied by English teacher in one lower secondary school in the EFL classroom context. This qualitative-based inquiry applied classroom observation and interviews as instruments to explore how the teacher mediated language learning in the classroom particularly for beginner-level students in one private school in Jakarta. The findings showed that the features of shared intention are the most salient to be mediated. This indicates that the teacher is very concerned with helping and facilitating the students to perform tasks. In addition, in mediating values, challenges, change and competence, the teacher creates engaging classroom discourses, selects particular tasks, and nurtures a positive classroom climate. Moreover, the teacher sets herself as a mediator as well as mediation as an ideal form of behavior and language model in the class.Keywords: English; foreign language; mediation; sociocultural view.

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“…These interactions between learner and MKO, result in the development of a higher thinking capacity in the learner (Lantolf and Poehner, 2004). DA focuses specifically on these interactions between a learner and MKO and the role they play in the development of a learner's higher thinking capacity (Infante and Poehner, 2016).…”

Section: Introductionmentioning

confidence: 99%