Theories, instrument and interpretive analyses- In collaboration with Frith Luton
Besides theoretical descriptions, this book also offers an original instrument for educational research or practitioners’ reflection of micro-genetic processes of interaction and change. This instrument is then applied in interpretive analyses of real-life classroom exchanges.
CHAPTER 5 - L2 EDUCATION FROM A VYGOTSKYAN PERSPECTIVE
CHAPTER 5 L2 EDUCATION FROM A VYGOTSKYAN PERSPECTIVE 5.1 An Alternative Position of Language Education To date, mainstream L2 educational theories have pervasively been inspired by applied linguistics and the computational metaphor of lan- guage acquisition. Reviewing L2 educational developments in the past decades, Allwright (1998) observes that second language acquisition (SLA) research has associated largely with linguistic studies. It is noted that, from the 1960s, the ﬁ eld has been preoccupied with various key causal factors in teaching. Faith was harboured, in sequential order of the ﬁ eld’s development, in the ‘best’ teaching method, in ‘comprehensi- ble input’, in natural and implicit psychological processes in the learn- ers’ brains, and in real-life rehearsal or mimicry communication in the classroom. Discontented with the isolation of SLA from educational issues in general, Allwright (1998, p. 122) argues that ‘second language acquisition researchers have effectively diverted their own and other people’s attention away from social issues, by focusing exclusively and unhelpfully on an asocial conception of the individual’. The genera- tion of language has been considered in separation from classrooms as unique social settings, from the individuals constituting the sociality, and from the cultures of interpersonal interaction that plait the very texture of classroom life. Rod Ellis (2003) critiques the computational model, where second language acquisition occurs in the individual mind. The mind is con- ceived as a ‘black box’, containing knowledge resulting from process- ing input and output. Interaction provides the raw materials for input and the opportunity for output. Learning is a...
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