Hostname: page-component-f554764f5-qhdkw Total loading time: 0 Render date: 2025-04-20T12:29:50.792Z Has data issue: false hasContentIssue false
  • English
  • Français

Second language learning as a mediated process

Published online by Cambridge University Press:  12 June 2009

James P. Lantolf
James P. Lantolf
Affiliation:
The Pennsylvania State University, USA
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Survey Article
Information
Language Teaching , Volume 33 , Issue 2 , April 2000 , pp. 79 - 96
Copyright
Copyright © Cambridge University Press 2000

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Aljaafreh, A. & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78, 465–83.CrossRefGoogle Scholar
Antón, M. (1999). A learner-centered classroom. Sociocultural perspectives on teacher-learner interaction in the second language classroom. The Modern Language Journal, 83, 303–18.CrossRefGoogle Scholar
Antón, M. & DiCamilla, F. J. (1998). Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. The Canadian Modern Language Review, 54, 314–12.CrossRefGoogle Scholar
Appel, G. & Lantolf, J. P. (1994). Speaking as mediation: a study of L1 and L2 text recall tasks. The Modern Language Journal, 78, 437–52.CrossRefGoogle Scholar
Belyayev, B. V. (1963). The psychology of teaching foreign languages. Oxford: Pergamon Press.Google Scholar
Broner, M. & Tarone, E. (1999). Is it fun? Language play in a fifth grade Spanish immersion classroom. Paper presented at the annual conference of the American Association for Applied Linguistics. Stamford, CT. March.Google Scholar
Brooks, E. B. & Donato, R. (1994). Vygotskyan approaches to understanding foreign language learner discourse during communicative tasks. Hispania, 77, 262–74.CrossRefGoogle Scholar
Brooks, F. B., Donato, R. & McGlone, J. V. (1997). When are they going to say ‘it’ right?: understanding learner talk during pair-work activity. Foreign Language Annals, 30, 523–41.CrossRefGoogle Scholar
Cazden, C. (1997). Performance before competence: assistance to child discourse in the zone of proximal development. In Cole, M., Engeström, Y., Vasquez, O., Mind, cultura, and activity. Seminal papers from the laboratory of comparative human cognition, Cambridge: Cambridge University Press, 303–10.Google Scholar
Cook, G. (1997). Language play and language learning. ELT Journal, 51, 224–31.CrossRefGoogle Scholar
Coughlan, P. & Duff, P. A. (1994). Same task, different activities: analysts of a SLA task from an activity theory perspective. In J. P. Lantolf & G.Appel (eds.), Vygotskian approaches to second language learning, 173–94.Google Scholar
Diaz, R. M. & Berk, L. E. (eds.) (1992). Private speech. From social interaction to self-regulation. Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
DiCamilla, F. J. & Antón, M. (1997). The function of repetition in the collaborative discourse of L2 learners. The Canadian Modern Language Review, 53, 609–33.CrossRefGoogle Scholar
DiCamilla, F. J. & Lantolf, J. P. (1994). The linguistic analysis of private writing. Language Sciences, 16, 83–98.CrossRefGoogle Scholar
Donato, R. (1994). Collective scaffolding in second language learning. In J. R Lantolf & G. Appel (eds.), Vygotskian approaches to second language research, 33–56.Google Scholar
Donato, R. (2000). Sociocultural contributions to understanding the foreign and second language classroom. In J. P. Lantolf (ed.), Sociocultural theory and second language learning, 29–52.Google Scholar
Donato, R. & Adair-Hauck, B. (1992). Discourse perspectives on formal instruction. Language Awareness, 1, 73–90.CrossRefGoogle Scholar
Donato, R. & McCormick, D. (1994). A Sociocultural perspective on language learning strategies: the role of mediation. The Modern Language Journal, 78, 453–64.CrossRefGoogle Scholar
Dunn, W. & Lantolf, J. P. (1998). Vygotsky's zone of proximal development and Krashen's i + 1: Incommensurable constructs; incommensurable theories. Language Learning, 48, 411–42.CrossRefGoogle Scholar
Ellis, R. (1999). Task-based research and language pedagogy. Language Teaching Research (under review).Google Scholar
Foley, J. (1990). Task-based approaches to language learning from the learner's point of view. Language and Education, 4, 81–101.CrossRefGoogle Scholar
Foley, J. (1991). A psycholinguistic framework for task-based approaches to language teaching. Applied Linguistics, 12, 62–75.CrossRefGoogle Scholar
Frawley, W. J. (1997). Vygotsky and cognitive science. Cambridge, MA: Harvard University Press.CrossRefGoogle Scholar
Frawley, W. & Lantolf, J. P. (1985). Second language discourse: a Vygotskyan perspective. Applied Linguistics, 6, 19–44.CrossRefGoogle Scholar
Gillette, B. (1994). The role of learner goals in L2 success. In J. P. Lantolf & G. Appel (eds.), Vygotskian approaches to second language research, 195–214.Google Scholar
Goss, N., Ying-Hua, Z. & Lantolf, J. P. (1994). Two heads may be better than one: mental activity in second-language grammaticality judgments. In Tarone, E., Gass, S., & Cohen, A. (eds.), Research methodology in second-language acquisition, Hillsdale, NJ: Lawrence Erlbaum, 263–86.Google Scholar
Guerra, C. (1996). Krashen's i + 1 issue revisited from a Vygotskian perspective. TESOL-Gram (The Official Newsletter of Puerto RicoTESOL), 23, 7–8.Google Scholar
de Guerrero, M. C. M. (1987). The din phenomenon: mental rehearsal in the second language. Foreign Language Annals, 20, 537–48.CrossRefGoogle Scholar
DeGuerrero, M. C. M. (1994). Form and function of inner speech in adult second language learning. In J. P. Lantolf & G. Appel (eds.), Vygotskian approaches to second language learning, 83–116.Google Scholar
de Guerrero, M. C. M. (1999). Inner speech as mental rehearsal: the case of advanced L2 learners. Issues in Applied Linguistics, 10, 27–55.CrossRefGoogle Scholar
de Guautero, M. C. M. & Villamil, O. (1994). Social-cognitive dimensions of interaction in L2 peer revisions. The Modern Language Journal, 78, 484–96.Google Scholar
de Guerrero, M. C. M. & Villamil, O. (2000). Activating the ZPD: mutual scaffolding in L2 peer revision. The Modern Language Journal, 84, 51–68.CrossRefGoogle Scholar
Habermas, J. (1984). The theory of communicative action, vol. 1. Reason and the rationalisation of society. Boston: Beacon Press.Google Scholar
Hall, J. K. (1995). “Aw, man, where you goin'?”: classroom interaction and the development of L2 interactional competence. Issues in Applied Linguistics, 6, 37–62.CrossRefGoogle Scholar
Hall, J. K. (1997). A consideration of SLA as a theory of practice: a response to Firth and Wagner. The Modern Language Journal, 81, 301–5.CrossRefGoogle Scholar
Kinginger, C. (1998). Videoconferencing as access to spoken French. The Modern Language Journal, 82, 502–13.CrossRefGoogle Scholar
Kinginger, C. (in press). Learning the pragmatics of solidarity in the networked foreign language classroom. In Hall, J. K. & Verplaeste, L. S. (eds.), The construction of foreign and second language learning through classroom interaction, Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Kramsch, C. (2000). Social discourse constructions of self in L2 learning. In J. P. Lantolf (ed.), Sociocultural theory and second language learning, 135–56.Google Scholar
Kuczaj, Stan A. II (1983). Crib speech and language play. New York: Springer-Verlag.CrossRefGoogle Scholar
Lantolf, J. P. (1997). The function of language play in the acquisition of Spanish as a second language. In Glass, W. R. & Perez-Leroux, A. T. (eds.), Contemporary perspectives on the acquisition of Spanish, Somerville, MA: Cascadilla Press, 3–24.Google Scholar
Lantolf, J. P. (1999). Theorizing the role of private speech as language play in the acquisition of a second language. Featured paper at the Annual Conference of the New Zealand Association of Applied Linguistics. Auckland. September.Google Scholar
Lantolf, J. P. (ed.) (2000). Sociocultural theory and second language learning. Oxford: Oxford University Press.Google Scholar
Lantolf, J. P. & Aljaafreh, A. (1995). Second language learning in the zone of proximal development: a revolutionary experience. International Journal of Educational Research, 23, 619–32.CrossRefGoogle Scholar
Lantolf, J. P. & Appel, G. (eds.) (1994). Vygotskian approaches to second language research. Norwood, NJ:Ablex.Google Scholar
Lantolf, J. P. & Frawley, W. (1984). Second language performance and Vygotskyan psycholinguistics: implications for L2 instruction. In Manning, A., Martin, P. & McCalla, K. (eds.), The tenth LACUS forum 1983, Columbia, SC:Hornebeam Press, 425–40.Google Scholar
Lantolf, J. P. & Pavlenko, A. (1995). Sociocultural theory and second language acquisition. Annual Review of Applied Linguistics, 15, 108–24.CrossRefGoogle Scholar
Leontiev, A. A. (1981). Psychology and the language learning process. Oxford: Pergamon.Google Scholar
Lidz, C. S. (1991). Guide to dynamic assessment. New York: Guilford Press.Google Scholar
Linell, P. (1998). Approaching dialogue. Talk, interaction, and contexts in dialogical perspectives. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Luria, A. R. (1973). The working brain. New York: Basic Books.Google Scholar
McCafferty, S. (1994). The use of private speech by adult ESL learners at different levels of proficiency. In J. P. Lantolf & G. Appel (eds.), Vygotskian approaches to second language reseasrch, 117–34.Google Scholar
McCafferty, S. & Ahmed, A. (2000). The appropriation of gestures of the abstract by L2 learners. In J. P. Lantolf (ed.), Sociocultural theory and second language learning, 199–218.Google Scholar
McNeill, D. (1992). Hand in mind. Chicago: University of Chicago Press.Google Scholar
Murphey, T. (1995). Conversational shadowing for rapport and interactional language acquisition. In Ahmed, M., Fujimura, T., Kato, Y. & Leong, M. (eds.), Proceedings of the 6th International University of Japan Conference on SLR in Japan, Nagoya: Nazan University, 42–65.Google Scholar
Nassaji, H. & Cumming, A. (in press). What's in a ZPD? A case study of a young ESL student and teacher interacting through dialogue journals. Langnage Teaching and Learning.Google Scholar
Nassaji, H. & Swain, M. (in press). A Vygotskyan perspective towards corrective feedback in L2: the effect of random vs. negotiated help on the acquisition of English articles. Language Awareness.Google Scholar
Newman, D., Griffin, P. & Cole, M. (1989). The construction zone: working for cognitive change in school. Cambridge: Cambridge University Press.Google Scholar
Ohta, A. S. (1995). Applying sociocultural theory to an analysis of learner discourse: learner-learner collaborative interaction in the zone of proximal development. Issues in Applied Linguistics, 6, 93–122.CrossRefGoogle Scholar
Ohta, A. S. (1997). The development of pragmatic competence in learner-learner classroom interaction. In L. Bouton (ed.), Pragmatics and language tearning, volume 8, 223–42.Google Scholar
Ohta, A. S. (2000). Re-thinking interaction in SLA: developmentally appropriate assistance in the zone of proximal development and the acquisition of L2 grammar. In J. P. Lantolf (ed.), Sociocultural theory and second language learning, 53–80.Google Scholar
Ohta, A. S. (in press a). Interactional routines and the socialization of interactional style in adult learners of Japanese. Journal of Pragmatics.Google Scholar
Ohta, A. S. (in press b). Japanese second language acquisition in the classroom: what the voices of teachers and students tell us about the process of learning Japanese. In Nara, H. (ed.), Advances in Japanese pedagogy, Columbus, OH: Foreign Language Resource Center.Google Scholar
Ohta, A. S. (in press c). Re-thinking recasts: a learner-centered examination of corrective feedback in the Japanese language classroom. In Hall, J. K. & Verplaeste, L. (eds.), The construction of foreign and second language learning through classroom interaction, Mahwah, NJ: Lawrence Erlbaum.Google Scholar
Platt, E. & Brooks, F. P. (1994). The acquisition-rich environment revisited. The Modern Language Journal, 78, 497–511.Google Scholar
Platt, E. & Troudi, S. (1997). Mary and her teachers: a Bregospeaking child's place in the mainstream classroom. The Modern Language Journal, 81, 28–59.Google Scholar
Robbins, D. (1996). L. S. Vygotsky's philosophy-psychology used as a metatheory in defining L2 classroom acquisition. Unpublished Ph.D. dissertation. University of Hamburg, Germany.Google Scholar
Roebuck, R. (1998). Reading and recall in L1 and L2. A sociocultural approach. Stamford, CT: Ablex.Google Scholar
Roebuck, R. (2000). Subjects speak out: how learners position themselves in a psycholinguistic task. In J. P. Lantolf (ed.), Sociocultural theory and second language learning, 81–98.Google Scholar
Rommetveit, R. (1974). On message structure: a framework for the study of language and communication. New York: Wiley.Google Scholar
Rommetveit, R. (1985). Language acquisition as increasing linguistic structuring of experience and symbolic behavior control. In J.V. Wertsch (ed.), Culture, communication, and cognition: Vygotskian perspectives, 183–204.Google Scholar
Salomon, G. (1991). On the cognitive effects of technology. In Landsman, L. T. (ed.), Culture, schooling and psychological development, Norwood, NJ: Ablex, 185–204.Google Scholar
Saville-Troike, M. (1988). Private speech: evidence for second language learning strategies during the ‘silent’ period. Journal of Child Language, 15, 567–90.CrossRefGoogle ScholarPubMed
Schinke-Llano, L. (1993). On the value of a Vygotskian framework for SLA theory and research. Language Learning, 43, 121–9.CrossRefGoogle Scholar
Schinke-Llano, L. (1995). Reenvisioning the second language classroom: a Vygotskian approach. In Eckman, F. R., Highland, D., Lee, P. W. & Weber, R. W. (eds.). Second language acquisition theory and pedagogy, Mahwah, NJ: Lawrence Erlbaum, 21–8.Google Scholar
Sullivan, P. (2000). Playfulness as mediation in communicative language teaching in a Vietnamese classroom. In J. P. Lantolf (ed.), Sociocultural theory and second language learning, 117–34.Google Scholar
Swain, M. (1995). Three functions of output in second language learning. In Cook, G. & Seidlhofer, B. (eds.), Principle & practice in applied linguistics. Studies in honour of H. G. Widdowson, Oxford: Oxford University Press, 125–44.Google Scholar
Swain, M. (2000). The output hypothesis and beyond: mediating acquisition through collaborative dialogue. In J. P. Lantolf (ed.), Sociocultural theory and second language learning, 99–116.Google Scholar
Swain, M. & Lapkin, S. (1998). Interaction and second language learning: two adolescent French immersion students working together. The Modern Language Journal, 82, 320–37.CrossRefGoogle Scholar
Swain, M. & Lapkin, S. (1999). Task-based language learning: the uses of first language use. Unpublished manuscript currently under review. Language Teaching Research.Google Scholar
Talyzina, N. (1981). The psychology of learning. Moscow: Progress Press.Google Scholar
Tarone, E. & Liu, G. (1995). Situational context, variation, and second language acquisition theory. In Cook, G. & Seidlhofer, B. (eds.), Principie and practice in applied linguistics: studies in honour of H. G. Widdotvson, Oxford: Oxford University Press, 107–24.Google Scholar
Thorne, S. L. (2000). Beyond bounded activity systems: heterogeneous cultures in instructional uses of persistent conversation. In Herron, S. (ed.), Proceedings of the thirty-third annual Hawai'i international conference sciences. Los Alamitos, CA: IEEE Computer Society.Google Scholar
Ushakova, T. N. (1994). Inner speech and second language acquisition: an experimental-theoretical approach. In J. Lantolf & G. Appel (eds.), Vygotskian approaches to second language research, 135–56.Google Scholar
Van Lier, L. (1996). Interaction in the language curriculum. Awareness, autonomy and authenticity. London: Longman.Google Scholar
Van Lier, L. (2000). From input to affordance: social-interactive learning from an ecological perspective. In J. P. Lantolf (ed.), Sociocultural theory and second language learning, 247–62.Google Scholar
Villamil, O. & De Guerrero, M. C. M. (1996). Peer revision in the L2 classroom: social-cognitive activities, mediating strategies, and aspects of social behavior. Journal of Second Language Writing, 5, 51–75.CrossRefGoogle Scholar
Villamil, O. & De Guerrero, M. G. M. (1998). Assessing the impact of peer revision on L2 writing. Applied Linguistics, 19, 491–514.CrossRefGoogle Scholar
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: MIT Press.Google Scholar
Vygotsky, L. S. (1987). Thc collected works of L. S. Vygotsky. Volume 1. Thinking and speaking. New York, NY: Plenum Press.Google Scholar
Warschauer, M. (1997). Computer-mediated collaborative learning: theory and practice. The Modern Language Journal, 81, 470–81.Google Scholar
Weir, R. (1962). Language in the crib. The Hague: Mouton.Google Scholar
Wells, G. (1999). Dialogic inquiry. Toward a sociocultural practice and theory of education. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, M A: Harvard University Press.Google Scholar
Wertsch, J. V. (1991). Voices of the mind. A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.Google Scholar
Wertsch, J. V. (1998). Mind as action. New York, NY: Oxford University Press.Google Scholar