The more knowledgeable peer, target language use, and group participation

Canadian Modern Language Review

Volumn 64, Issue 2, 2007, Pages 333-354

  Huong, Le Pham Hoai ^a  

^a HUE UNIVERSITY   (Viet Nam)

Author keywords

Group work; Peer learning; Sociocultural theory

Indexed keywords

EID: 41149114607     PISSN: 00084506     EISSN: None     Source Type: Journal    
DOI: 10.3138/cmlr.64.2.329     Document Type: Article

References (34)

1. Ageyev, V. (2003, April). Vygotsky's concept of social mediation in cultural context. Paper presented at the American Educational Research Association Annual Conference, Chicago, IL.
2. Bakhtin, M.M. (1986). Speech genres and other late essays (V.W. McGee, Trans.). University of Texas Press: Austin.
3. Barnard, R. (2002). Peer tutoring in the primary classroom: A sociocultural interpretation of classroom interaction. New Zealand Journal of Educational Studies, 37(1), 57-72.
4. Celik, M. (2003). Teaching vocabulary through code-mixing. ELT Journal, 57, 361-369.
5. De Guerrero, M., & Villamil, O. (1994). Social-cognitive dimensions of interaction in L2 peer revision. Modern Language Journal, 78, 484-496.
6. Donato, R. (1988). Beyond group: A psycholinguistic rationale for collective activity in second-language learning. Unpublished doctoral dissertation, University of Delaware, Newark.
7. Donato, R. (1994). Collective scaffolding in second language learning. In J. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language acquisition (pp. 33-54). Norwood, NJ: Ablex.
8. Forman, E.A., & Cazden, C.B. (1985). Exploring Vygotskian perspectives in education: The cognitive value of peer interaction. In J.V. Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives (pp. 323-347). Cambridge: Cambridge University Press.
9. Gillen, J. (2000). Versions of Vygotsky. British Journal of Education Studies, 48, 183-198.
10. Jordan, B.J. (2003). Professional development making a difference for children: Co-constructing understandings in early childhood centers. Unpublished doctoral thesis, Massey University, Palmerston North, New Zealand.
11. Lantolf, J. (2000). Second language learning as a mediated process. Language Teaching, 33(2), 79-96.
12. Le, H.H.P. (2003). The mediational role of language teachers in sociocultural theory. English Teaching Forum, 41(3), 31-35.
13. Le, H.H.P. (2004). A sociocultural analysis of learning English in unassisted and assisted peer groups at university in Vietnam. Unpublished doctoral dissertation, Victoria University of Wellington, New Zealand.
14. Le, H.H.P., & McDonald, G. (2004). Mediation through the first language: A sociocultural study of group work in Vietnam. New Zealand Studies in Applied Linguistics 10(1), 31-49.
15. Li, W. (1998). The 'why' and 'how' questions in the analysis of conversational code-switching. In P. Auer (Ed.), Code-switching in conversation: Language interaction and identity (pp. 156-176). London: Routledge.
16. McDonald, G., Kidman, J., & Clarke, V. (1991). Junior school study: A study of classrooms containing five-year-olds. Wellington: New Zealand Council of Educational Research.
17. Mercer, N. (1995). The guided construction of knowledge. Clevedon, UK: Multilingual Matters.
18. Ohta, A. (1995). Applying sociocultural theory to an analysis of learner discourse: Learner-learner collaborative interaction in the zone of proximal development. Issues in Applied Linguistics, 6(2), 93-121.
19. Olmedo, I.M. (2003). Language mediation among emergent bilingual children. Linguistics and Education, 14(2), 143-162.
20. Ramsey, G., & Rees-Parnal, H. (1989). Well-spoken. Harlow, UK: Longman.
21. Rogoff, B. (1998). Cognition as a collaborative process. In W Damon, D. Kuhn & R. Siegler (Eds.), Handbook of child psychology (5th ed., Vol. 2, pp. 679-744). New York: John Wiley.
22. Sfard, A., & Kieran, C. (2001). Cognition as communication: Rethinking learning-by-talking through multi-faceted analysis of students' mathematical interactions. Mind, Culture, and Activity, 8(1), 42-76.
23. Storch, N. (2002). Patterns of interaction in ESL pair work. Language Learning, 52(1), 119-158.
24. Swain, M. (1995). Three functions of output in second language learning: Studies in honour of H.G. Widdowson. In G. Cook & B. Seidlhofer (Eds.), Principle and practice in applied linguistics: Studies in honour of H.G. Widdowson (pp. 125-144). Oxford: Oxford University Press.
25. Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97-114). New York: Oxford University Press.
26. Swain, M., & Lapkin, S. (1998). Interaction and second language learning: Two adolescent French immersion students working together. Modern Language Journal, 82, 320-337.
27. Tharp, R., & Gallimore, R. (1988). Rousing minds to life. New York: Cambridge University Press.
28. van Boxtel, C., van der Linden, J., & Kanselaar, G. (2000). The use of textbooks as a tool during collaborative physics learning. Journal of Experimental Education, 69(1), 57-76.
29. van Lier, L. (1998). Constraints and resources in classroom talk: Issues of equality and symmetry. In H. Byrnes (Ed.), Learning foreign and second languages: Perspectives in research and scholarship (pp. 157-182). New York: Modern Language Association.
30. van Lier, L. (2000). From input to affordance: Social-interactive learning from an ecological perspective. In J. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 245-261). New York: Oxford University Press.
31. Vygotsky, L.S. (1962). Thought and language (E. Hanfmann & G. Vakar, Trans.). Cambridege, MA: MIT Press.
32. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
33. Wartofsky, M. (1979). Models: Representation and scientific understanding. Dordrecht, Netherlands: Reidel.
34. Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem-solving. Journal of Child Psychology and Child Psychiatry, 17,89-100.