Second language learning in the zone of proximal development: A revolutionary experience |
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| Affiliation: | 1. Cornell University, 314 Morrill Hall, Ithaca, NY 14853, U.S.A.;2. Mu''tah University, Jordan;1. Biology Department, Trinity College, Hartford, CT 06106, USA;2. Department of Molecular and Cellular Biology, The University of Arizona, Tucson, AZ 85721, USA;1. Masaryk University, Faculty of Social Studies, Joštova 10, Brno 602 00, Czechia;2. Institute of Sociology of the Czech Academy of Sciences, Jilská 1, Prague 110 00, Czechia;3. Masaryk University, Faculty of Economics and Administration, Lipová 41a, Brno 602 00, Czechia |
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| Abstract: | In this paper we provide empirical support from L2 learning for Vygotsky's claim that development and performance in mental systems is not a smooth linear process, but simultaneously entails forward movement and regression, or what some L2 researchers refer to as backsliding. After considering the specifics of Vygotsky's argument, we show that because learning arises in “zones of proximal development”, regression is manifested not only in the linguistic features of the second language produced by learners, but also in the frequency and quality of help as other-regulation negotiated between learners and experts. Although other L2 researchers have recognized the appearance of regression among learners, we propose a different theoretical status for the phenomenon than is currently the case. |
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