Toward an understanding of perezhivanie for sociocultural SLA research

Mok, Nelson

doi:10.1558/lst.v2i2.26248

Cited by 17 publications

(12 citation statements)

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Section: Understanding and Promoting Learner L2 Development Through Sctmentioning

confidence: 99%

“…Finally, and again in line with SCT, mediated learning experience insists on the inseparability of the cognitive and affective dimensions of psychological functioning (for discussion of this idea within SCT, see Mok, 2015). Feuerstein et al (2003) maintain that learner orientation to and performance of tasks may be strongly influenced by affective features including feelings of competence, responses to challenge, fear of failure, a need for independent functioning, and tolerance of frustration, among others (for a full list, see Feuerstein et al, 2003).…”

Section: Transforming Thinking Through Mediated Learning Experiencementioning

confidence: 99%

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

Poehner

Infante

2016

TESOL Q

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The authors point to systemic‐theoretical instruction (STI), which underscores the importance of abstract conceptual knowledge in schooling, and dynamic assessment (DA), in which mediators and learners function cooperatively, as examples of the theory–practice relation envisioned by Vygotsky (). This article proposes an interactional framework to bridge STI and DA. Mediated development (MD) emphasizes mediator–learner dialogic interaction in which the aim is not to assess emerging capabilities but rather to guide learner appropriation of concept‐based instructional materials as symbolic tools for thinking. The researchers situate MD in relation to the broader Vygotskian second language research tradition, while also acknowledging the contributions of Israeli researcher Reuven Feuerstein (Feuerstein, Feuerstein, & Falik, 2010). Feuerstein's work to promote general cognitive abilities among learners with special needs closely parallels Vygotsky's research and was influential in developing this proposal of MD. The authors discuss principles of the framework and illustrate them through close analysis of excerpts of mediator–learner interactions from an STI program to teach the English tense‐aspect system in a university‐level ESL academic writing program. Analysis reveals the value of mediator guidance in helping learners to recognize the relevance of instructional materials and to begin to use them as tools during communicative activity.

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Section: Understanding and Promoting Learner L2 Development Through Sctmentioning

confidence: 99%

Section: Transforming Thinking Through Mediated Learning Experiencementioning

confidence: 99%

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

Poehner

Infante

2016

TESOL Q

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“…L2 student engagement with written feedback is not monolithic or immutable in nature but instead it is highly responsive to individual and contextual characteristics that are non‐static and subject to change. From an SCT‐informed perspective, individual perezhivanie (i.e., lived experience) determines each student’s unique social situation of development, which defines what could potentially develop (e.g., abilities to engage with feedback) during a particular period relative to a particular person and the forces that motivate the development (Mok, 2015; Veresov & Mok, 2018), taking the individual and environment as a single complex entity rather than two separate parts (Vygotsky, 1994). Thus, L2 student engagement with written feedback should be viewed as a mutable, situated state that can change over time.…”

Section: Theorizing L2 Student Engagement With Written Feedback From ...mentioning

confidence: 99%

Researching L2 Student Engagement with Written Feedback: Insights from Sociocultural Theory

Mao

Lee

2021

TESOL Quarterly

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While student engagement is central to connecting feedback provision with learning outcomes and has significant value for unlocking the learning potential of feedback, the extant research on student engagement with written feedback is not only scant but also under‐theorized. This article explores the potential of sociocultural theory (SCT) for theorizing the notion of L2 student engagement with written feedback and furthering research on the topic. Using a number of concepts in SCT, we attempt to theorize this construct and propose an integrative sociocultural framework that draws particular attention to the nature of engagement (i.e., core characteristics of engagement) and its underlying mechanisms (i.e., mediating factors in engagement). We then outline two research areas that are key to broadening current scholarship and examine methodological issues in research on L2 student engagement with written feedback. The article contributes to broadening the knowledge base of this burgeoning research area and stimulating further work on it.

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“…Drawing upon intellectual heritage left to us by Lev Vygotsky that was mentioned in the beginning of this editorial piece seems a particularly promising course of action. Vygotskian concepts of 'word meaning' (znachenie slova) and 'sense' (smysl) as well as 'perezhivanie' are currently being re-discovered by SLA/L2 researchers and language educators (Lantolf and Swain, 2019;Mok, 2015;Nikitina, 2020;Veresov, 2016). There is yet a wealth of discoveries to be made.…”

mentioning

confidence: 99%

Developments in SLA and L2 Research on Psychological and Emotional Factors: A bird’s-eye view

Nikitina

2021

JLE

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Toward an understanding of perezhivanie for sociocultural SLA research

Cited by 17 publications

References 0 publications

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

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

Researching L2 Student Engagement with Written Feedback: Insights from Sociocultural Theory

Developments in SLA and L2 Research on Psychological and Emotional Factors: A bird’s-eye view

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