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Cited by 9EFL/ESL Teaching and LearningEducational and Psychological AssessmentsSecond Language Acquisition and Learning

A Sociocultural Perspective: Seeking Evidence of Development in a PACE Approach to Grammar Instruction

Davin, Kristin J., Kushki, Ali·2022·Language Learning
DOI 10.1111/lang.12473
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Abstract

Situated within Sociocultural theory (SCT), this article analyzed an existing data set (Toth, 2021a, 2021b, 2021c, available at https://www.iris-database.org) to investigate learners’ development through participation in a dialogic approach to grammar instruction called PACE. The target of instruction was the Spanish pronominal clitic se. Microgenetic analysis of the interaction between the teacher and learners was used to track two students’ development during both small‐group work and whole‐class instruction. To analyze the process of development, evidence of obuchenie (i.e., teaching‐learning activity) that preceded changes in each learner's performance was sought. These findings were compared to the two students’ performance on a pre‐, post‐ and delayed‐intervention picture description task. Findings highlight the instances of mediation that promoted students’ metalinguistic awareness and use of se. The article concludes with a discussion of the extent to which claims of development could be made based on the provided data set and considerations of the affordances of dialogic versus deductive explanations of grammar.

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Crossref · 10.1111/lang.12473

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Research works printed but not linked: 7

  1. Adair‐Hauck B., 2005, Teachers’ handbook: Contextualized language instruction, 189
  2. Negueruela‐Azarola E., 2003, A sociocultural approach to teaching and researching second languages: Systemic‐theoretical instruction and second language development
  3. Toth P. D., 2021, Teaching materials for PACE lessons. Materials from “What do the Data Show? Multiple perspectives on classroom L2 learning from a single data set
  4. Toth P. D., 2021, Test scores from the picture description task. Materials from “What do the Data Show? Multiple Perspectives on Classroom L2 Learning from a Single Data Set
  5. Toth P. D., 2021, Classroom transcripts. Materials from “What do the Data Show? Multiple Perspectives on Classroom L2 Learning from a Single Data Set
  6. Vygotsky L. S., 1978, Mind in society: The development of higher mental processes
  7. Vygotsky L. S., 1987, Collected works, 39

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Authors
Davin, K. J., & Kushki, A.
Affiliations
  • University of North Carolina at Charlotte (US)
  • Loyola University Chicago (US)
Corresponding author
Davin, Kristin J.
ORCID
Venue
Language Learning
Publisher
Wiley
Published
2021-10-26
Volume
72
Issue
S1
Pages
165-202
ISSN
  • 0023-8333 (ISSN-L)
  • 1467-9922
DOI
10.1111/lang.12473
OpenAlex
W3209825389
Semantic Scholar
fefdceabb0084e4a91eb372e3ab3da4437cc4dba
Cited by
9
References
35
Citations by year
2026: 2 · 2024: 1 · 2023: 1 · 2022: 5
FWCI
6.99
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations
Language Learning (publishedVersion)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
  • Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
Keywords
sociocultural theory, microgenetic analysis, metalinguistic awareness, mediation (cultural/media theory), small group work, whole-class instruction, second language grammar acquisition, picture description task

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