Mediated Development: Inter-psychological activity for L2 education
Mediated Development: Inter-psychological activity for L2 education
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中介发展：二语教育的跨心理活动
DOI：
10.1558/lst.v2i2.26982
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发表时间：
2015
期刊：
影响因子：
--
通讯作者：
Paolo Infante
中科院分区：
文献类型：
--
作者：
M. E. Poehner;Paolo Infante
维果茨基的研究越来越多地转向设计教育实践，以促进学习者的发展。已经出现的两个重要方面的工作是系统理论教学（STI），其中L2课程是围绕语言概念组织的，以及动态评估，强调中介者和学习者参与维果茨基所说的相互心理活动。本文以一个旨在帮助学生理解英语时体系统的STI项目为背景，考察了中介者与学习者的互动过程。重要的是，互动的重点不是诊断学习者的第二语言能力，而是介绍专门设计的教学材料或工具。中介学习的框架，通过他的工作与有特殊需要的学习者开发，指导采取联合中介学习者功能的方法。转录中介-学习者互动的密切分析点的过程中，材料来作为工具和中介和学习者创建的社会关系的重要性。
L2 Vygotskian research has turned increasingly toward the design of educational practices to promote learner development. Two important strands of work that have emerged are Systemic Theoretical Instruction (STI), wherein L2 curricula are organized around linguistic concepts, and Dynamic Assessment, emphasizing mediators and learners engaged in what Vygotsky described as inter-psychological activity. This paper examines processes of mediator-learner interaction in the context of an STI program targeting learner understanding of the English tense-aspect system. Importantly, the focus of interaction was not to diagnose learner L2 abilities but to introduce specially designed pedagogical materials, or tools. The framework of Mediated Learning, developed by Reuven Feuerstein through his work with learners with special needs, guided the approach taken to joint mediator-learner functioning. Close analysis of transcribed mediator-learner interactions point to processes through which materials come to function as tools and the importance of the social relation created by mediators and learners.