A Psycholinguistic Framework for Task-Based Approaches to Language Teaching

Foley, Joseph

doi:10.1093/applin/12.1.62

Cited by 32 publications

(15 citation statements)

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“…Vygotskian approaches to L2 learning have been gaining momentum in the field of L2 learning studies (Aljaafreh & Lantolf, 1994;Donato & McCormick, 1994;Foley, 1991;Lantolf, 2000;Schinke-Llano, 1993).Indeed, this increase in the visibility of social constructivism and particularly a recent upsurge of interest in Vygotsky's ideas have been the main propelling force behind our project. In this study, drawing upon the transformative epistemological orientation, we are to investigate the effectiveness of the amalgamation of the stated notions of Vygotsky and collaborative (cooperative) learning and teaching on reading enhancement of learners with reference to a typical English classroom in Iran.…”

Section: Social Constructivism and The Present Studymentioning

confidence: 99%

English Language Teaching, Vol.1, No.2, December 2008

ELT¹

2008

ELT

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Section: Social Constructivism and The Present Studymentioning

confidence: 99%

English Language Teaching, Vol.1, No.2, December 2008

ELT¹

2008

ELT

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show abstract

“…Vygotskian approaches to L2 learning have been gaining momentum in the field of L2 learning studies (Aljaafreh & Lantolf, 1994;Donato & McCormick, 1994;Foley, 1991;Lantolf, 2000;1994;Schinke-Llano, 1993).Indeed, this increase in the visibility of social constructivism and particularly a recent upsurge of interest in Vygotsky's ideas have been the main propelling force behind our project. In this study, drawing upon the transformative epistemological orientation, we are to investigate the effectiveness of the amalgamation of the stated notions of Vygotsky and collaborative (cooperative) learning and teaching on reading enhancement of learners with reference to a typical English classroom in Iran.…”

Section: Social Constructivism and The Present Studymentioning

confidence: 99%

Negotiated Interaction: A Way out of Cul-de-sac in Reading Classrooms

Yazdi-Amirkhiz¹,

Ajideh²

2008

ELT

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This study aims to translate tenets of social constructivism into practice via a scaffolded modality of learning. It is hypothesized that hermeneutical nature of passage interpretation could create "affordances", Van Lier's (2000) term, or "interactional opportunities" which are psycholinguistically and developmentally valuable crucibles for "negotiated interaction" and subsequently enhancement of reading comprehension. To this end, 24 randomly-selected intermediate-level English learners, having been divided into two equal homogeneous scaffolded (experimental) and non-scaffolded (control) groups, were subjected to 15 half-an-hour reading activities. Whereas the non-scaffolded group proceeded individually, the scaffolded groups did reading tasks interactively; they read the passages for themselves, publicized their reading problems, discussed the difficulties with each other, and wrote a joint summary. On the 15th session a post-test (unseen texts) was administered. Pretest and posttest results were compared using Wilcoxon Match Pairs Signed Ranks Test, indicating that scaffolded reading enhanced the reading ability of the readers.

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“…That is, the tutor, by conducting cumulative G-DA, has provided the learner with opportunities for private speech as a mediational tool. According to Foley (1991), when an individual finds himself grappling with a difficult task, "he externalizes the inner order so that he may regulate himself" (p. 63). The function of private speech applied by the learners through interaction is not to communicate with someone else, but to support and help the self through problem-solving situations (Vygotsky, 1986).…”

Section: Microgenetic Analysis Of G-da Talksmentioning

confidence: 99%

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The Journal of AsiaTEFL

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A Psycholinguistic Framework for Task-Based Approaches to Language Teaching

Cited by 32 publications

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English Language Teaching, Vol.1, No.2, December 2008

English Language Teaching, Vol.1, No.2, December 2008

Negotiated Interaction: A Way out of Cul-de-sac in Reading Classrooms

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