Second language learning as a mediated process
By James Lantolf. Language Teaching, 2000
481 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/ee028f64093b2a0a58e99507a1e578fd16a63a65
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Citations in the corpus
- Differentiated Literacy Instruction: Boondoggle or Best Practice? (2020, background): “, 1976), more recent scholars have argued that scaffolding is often provided by peers (Donato, 1994; Lantolf, 2000) and that instructional tasks (Kamberelis & Bovino, 1999) and cultural artifacts (Donovan & Smolkin, 2002) can function as scaffolds.”
- Artifacts and cultures-of-use in intercultural communication (2003, background): “Cultural-historical approaches to language education attempt to make explicit linkages between an individual's development and the social-material conditions of his or her everyday practice (e.g., Chaiklin, 2001; Engestrom, 1999; in second language research, Lantolf, 2000; Swain, 2000; Thorne, 200”
- SOCIOCULTURAL THEORY AND L2: State of the Art (2006, background): “…a great deal of research that is directly or indirectly informed by SCT has been carried out on L2 development+ The work includes two edited volumes ~Lantolf, 2000b; Lantolf & Appel, 1994! and a special issue of The Modern Language Journal ~Lantolf, 1994!, as well as numerous journal articles,…”
- Examining dialogue: another approach to content specification and to validating inferences drawn from test scores (2001, background): “I have come to this position through research and reading the works of Vygotsky (e.g., 1978; 1987) and those who have further developed his theoretical stance, including psychologists (e.g., Wertsch, 1985; 1991; Cole, 1996) and applied linguists (e.g. Lantolf and Appel, 1994; Lantolf, 2000a).”
- Understanding student engagement with peer feedback on master’s theses: a Macau study (2019, background): “From a sociocultural perspective, which maintains that all higher forms of learning and cognitive development are social in nature (Vygotsky 1978; Lantolf 2000), peer feedback can potentially help postgraduate students to obtain linguistic knowledge and academic writing skills though meaning negotia”
- Constructing a language assessment knowledge base: A focus on language assessment courses (2008, background): “Learning is perceived as a culturally situated and mediated activity, with language occupying a fundamental role as a mediating tool (Lantolf, 2000).”
- Teachers' and Learners' Reactions to a Task-Based EFL Course in Thailand (2007, background): “Researchers working within the sociocultural approach (Lantolf, 2000; Swain, 2000) have argued that task-based interaction encourages interlocutors to co-construct meaning by contributing aspects of language to the conversation in ways that allow for the appropriation of new knowledge and the…”
- Student Collaboration and Teacher-Directed Classroom Dynamic Assessment: A Complementary Pairing (2013, background): “Within this framework, the teacher assessed current student performance and responded to student errors with a series of pre-scripted mediating prompts with the goal of measuring the distance between the actual and potential developmental levels (ZPD) of the learners (Table 1).”
- Peer feedback in second language writing (2005–2014) (2016, background): “…writing, second language acquisition (SLA), applied linguistics, education, cognitive and psycholinguistic fields (Vygotsky 1987; Swain & Lapkin 1998, 2002; Lantolf 2000; Liu & Hansen 2002; Storch 2002, 2004; Lantolf & Thorne 2006; Swain 2006; Villamil & Guerrero 2006; Zhu & Mitchell 2012).”