Departmental Bulletin Paper L2 Classroom Interaction: A Sociocultural Theoretical Perspective

武田, 礼子

57pp.147 - 155 , 2015-03-31 , 国際基督教大学
本稿は,社会文化理論から見た外国語学習における教室内相互行為を考察する。まず,学習者の認知的発達が社会的かつ文化的に形成されると論じるヴィゴツキーの社会文化理論の4つの概念である媒介,最近接発達領域,足場掛け,ランゲージングについて論じる。次に社会文化理論からみた外国語学習における相互行為の先行研究を紹介する。ここでは上級者主導の相互行為,異なる母語の学習者間の相互行為,また一人の学習者における自己内省による相互行為を含む。それらの研究を通して学習者間の相互行為の潜在的可能性を考察し,学習の機会を最大限に生かすための提案をする。This article reviews studies on classroom interaction in the L2 classroom from a sociocultural theoretical perspective. These studies posit that a person’s cognitive development is socially and culturally created. The paper first discusses four key concepts from Vygotsky’s sociocultural theory (SCT): mediation, Zone of Proximal Development, scaffolding, and languaging. Studies reviewed on L2 classroom interaction include one led by a senior student, another on interaction between two learners with different L1 in a dual immersion classroom, and one where self-scaffolding takes place within one learner. After the potential of interaction between learners is considered, the paper concludes with suggestions on how to maximize language learners’ learning opportunities through L2 classroom interactions.

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