Promoting young EFL learners’ listening potential: A model of mediation in the framework of dynamic assessment

Zhang, Yanhong

doi:10.1111/modl.12824

Cited by 3 publications

References 75 publications

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Sociocultural Theory and Second Language Developmental Education

Poehner,

Lantolf

2024

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Sociocultural Theory (SCT), as formulated by Russian psychologist L. S. Vygotsky nearly a century ago, is distinct among traditions in the field of second language (L2) studies in its commitment to praxis. According to this view, theory and research provide the orienting basis for practice, which in turn serves as a testing ground for theory (Vygotsky, 1997). This Element offers a synthesis of foundational concepts and principles of SCT and an overview of two important areas of praxis in L2 education: Concept-Based Language Instruction, which organizes language curricula around linguistic concepts, and Dynamic Assessment, a framework that integrates teaching and diagnosing learner L2 abilities. Leading approaches to L2 teacher education informed by SCT are also discussed. Examples from studies with L2 teachers and learners showcase praxis in action, and emerging questions and directions are considered.

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Sociocultural Theory and Second Language Developmental Education

Poehner,

Lantolf

2024

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Sociocultural theory and classroom second language learning in the East Asian context: Introduction to the special issue

Poehner

2023

The Modern Language Journal

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In this introduction to the special issue, we first present a brief historical overview of sociocultural theory (SCT) as it has been extended to the process of second language (L2) development and instruction, beginning with two significant publications that appeared in 1994. In the early years, the theory was used as a lens to understand various aspects of learning and instruction. Eventually, it came to be used as a means of promoting the processes that it investigates. As we explain in this article, the shift in research orientation reflects Vygotsky's commitment to the unity of theory and research with practice. We then address a problem associated with the term “sociocultural,” which has been used since the inception of L2 research informed by the theory. This is followed by a presentation of the four central principles of the theory, which is contextualized within a discussion of dialectics, the foundational methodological approach adopted by Vygotsky in formulating the theory of higher psychological functioning. The principles each relate to the process through which naturally endowed instincts that govern mental and emotional behavior from birth are restructured as they interact with culturally developed forms of mediation, including—most importantly—language. Next, we present an overview of the special issue that includes a discussion of the important concepts that are brought to bear in instructed L2 development. These include the important distinction between everyday and scientific concepts and concept‐based instruction; the zone of proximal development and dynamic assessment; languaging, or the psychological use of speaking and writing in the developmental process; perezhivanie, the dialectical unity of emotion and cognition as related to development; and obuchenie, the instruction–development dialectic. These concepts, along with the theoretical principles, are employed in various ways in the seven articles included in the special issue. The articles are representative of the innovative SCT‐L2 research that is currently under way in East Asia, a region of the world that only recently has been attracted to the theory. While the research reported on in the special issue emerges from this particular area, the implications for other instructional contexts and for the theory itself are significant.

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CSE3 Informed Dynamic Assessment of Northwest Rural Secondary School EFL Learners’ Reading Development

Meng,

Lyu

2024

Chinese Journal of Applied Linguistics

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The gaps both in east-west China and urban-rural development affect English education in northwest rural areas. Reading comprehension, as the foundation for secondary school students’ English overall development, is in need of tailored mediation. Level 3 of China’s Standards of English (CSE3) can be used to inform the Dynamic Assessment (DA) test items and mediation model. With CSE3-based reading materials and the DA mediation model, the current study applied five sessions of one-on-one DA mediation to an experimental group. Results show that the experimental group outperformed the control group in both inferencing and main idea, though not at test level. Microgenetic analysis of their mediation and reciprocity types and frequencies reveal the expansion of their Zones of Proximal Development (ZPD) in reading. The study is among the first attempts to bring CSE3 into the mediation model for rural EFL learners to solve their reading difficulties. It also offers a plausible way to develop tailored mediation.

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Promoting young EFL learners’ listening potential: A model of mediation in the framework of dynamic assessment

Cited by 3 publications

References 75 publications

Sociocultural Theory and Second Language Developmental Education

Sociocultural Theory and Second Language Developmental Education

Sociocultural theory and classroom second language learning in the East Asian context: Introduction to the special issue

CSE3 Informed Dynamic Assessment of Northwest Rural Secondary School EFL Learners’ Reading Development

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