The Discourse of a Learner-Centered Classroom: Sociocultural Perspectives on Teacher-Learner Interaction in the Second-Language Classroom.  

Oleh:

Anton, Marta M.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The Modern Language Journal (sebagian Full Text & ada di JSTOR) vol. 83 no. 3 (Sep. 1999), page 303-318.
Topik: Learner Centered Classroom; Sociocultural Perspectives; Teacher Learner Interaction; Second Language Classroom
Fulltext: Vol 83 no 3 pp.303-318.pdf (504.03KB)

Isi artikel

This study investigates learner-centered and teacher-centered discourse in interactive ex- changes between teachers and learners in the second language (L2) classroom. The analysis of interaction shows that learner-centered discourse provides opportunities for negotiation (of form, content, and classroom rules of behavior), which creates an environment favorable to L2 learning. In contrast, teacher-centered discourse is shown to provide rare opportunities for negotiation. Placing the analysis within the context of the role of discourse in the mediation of cognitive development, a central point in sociocultural theory, this study demonstrates that when learners are engaged in negotiation, language is used to serve the functions of scaffold- ing (Wood, Bruner, & Ross, 1976) and to provide effective assistance as learners progress in the zone of proximal development (Vygotsky, 1978). The analysis presented here attempts to show how various communicative moves and linguistic forms are deployed to achieve these functions.

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