The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.
The Discourse of a Learner‐Centered Classroom: Sociocultural Perspectives on Teacher‐Learner Interaction in the Second‐Language Classroom
Abstract
This study investigates learner‐centered and teacher‐centered discourse in interactive exchanges between teachers and learners in the second language (L2) classroom. The analysis of interaction shows that learner‐centered discourse provides opportunities for negotiation (of form, content, and classroom rules of behavior), which creates an environment favorable to L2 learning. In contrast, teacher‐centered discourse is shown to provide rare opportunities for negotiation. Placing the analysis within the context of the role of discourse in the mediation of cognitive development, a central point in sociocultural theory, this study demonstrates that when learners are engaged in negotiation, language is used to serve the functions of scaffolding (Wood, Bruner, & Ross, 1976) and to provide effective assistance as learners progress in the zone of proximal development (Vygotsky, 1978). The analysis presented here attempts to show how various communicative moves and linguistic forms are deployed to achieve these functions.
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Cites
Vygotsky, L. S. (1964) · Bulletin of the Orton Society · doi:10.1007/bf02928399 · Cited by 20,704
THE ROLE OF TUTORING IN PROBLEM SOLVING *
Wood, D., Bruner, J. S., & Ross, G. (1976) · Journal of Child Psychology and Psychiatry · doi:10.1111/j.1469-7610.1976.tb00381.x · Cited by 8,851 · cited 1×
“Specifically, the analysis presented in this study shows that when learners engage in negotiation with their teachers, the functions of scaffolded assistance (Wood et al., 1976) are achieved by such communicative moves as directives, assisting questions, repetition, and nonverbal devices such as pauses and gesturing.”
BackgroundCORRECTIVE FEEDBACK AND LEARNER UPTAKE: Negotiation of Form in Communicative Classrooms
Lyster, R., & Ranta, L. (1997) · Studies in Second Language Acquisition · doi:10.1017/s0272263197001034 · Cited by 2,629
SWAIN, M., & LAPKIN, S. (1995) · Applied Linguistics · doi:10.1093/applin/16.3.371 · Cited by 1,407
Group Work, Interlanguage Talk, and Second Language Acquisition
Long, M. H., & Porter, P. A. (1985) · TESOL Quarterly · doi:10.2307/3586827 · Cited by 901
Spada, N. (1997) · Language Teaching · doi:10.1017/s0261444800012799 · Cited by 632
Using collaborative language production tasks to promote students’ language awareness1
Kowal, M., & Swain, M. (1994) · Language Awareness · doi:10.1080/09658416.1994.9959845 · Cited by 332
Cited by
Responses to Recasts: Repetitions, Primed Production, and Linguistic Development
McDonough, K., & Mackey, A. (2006) · Language Learning · doi:10.1111/j.1467-9922.2006.00393.x · Cited by 259
Sociocultural Learning Theories and Information Literacy Teaching Activities in Higher Education
Wang, L. (2007) · Reference & User Services Quarterly · doi:10.5860/rusq.47n2.149 · Cited by 160
Toth, P. D. (2008) · Language Learning · doi:10.1111/j.1467-9922.2008.00441.x · Cited by 149
Content-area teachers and scaffolded instruction for English language learners
Pawan, F. (2008) · Teaching and Teacher Education · doi:10.1016/j.tate.2008.02.003 · Cited by 83
Metadata
- Authors
- Antón, M.
- Venue
- The Modern Language Journal
- Publisher
- Wiley
- Published
- 1999-09
- Volume
- 83
- Issue
- 3
- Pages
- 303-318
- ISSN
- 0026-7902 (ISSN-L)
- 1540-4781
- OpenAlex
- W2152651512
- Cited by
- 282
- References
- 7
- FWCI
- 47.44
- Type
- journal article
- Language
- en
- Open access
- closed
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