Language learners in the classroom are not passive isolated receptacles for grammar and vocabulary but active - and interactive - participants, each internalizing lessons and sharing their insights with others (whether intentionally or not). This book provides a window onto the process of learning a second language through a longitudinal study of seven adult learners of Japanese in a classroom setting. The research is grounded in a socio-cognitive framework based on Vygotsky's theory, which allows for analysis of both the interactions between individuals in the learning situation and the private speech used by individual learners. The data bear on questions of the role of private speech in foreign language development, the role of peer interaction in learning and error correction, and the development of interactional competence. In addition to its significance for theory and pedagogy, the research demonstrates the utility of this methodology for studying second language acquisition in situ.
Second Language Acquisition in the Classroom
Second Language Acquisition Research
Education & Reference