The Interactionist opinion on pages 22-26,42-44 plus a definition on page 176 could be useful for appendix of terms related to classroom dynamics and student to student interactions.
From an Interactionist's point of view the learning of a language results from the interplay between the learner and their environment.The majority of interactionists state that language which is modified to suit the capabilities of the learner is an essential key to language acquisition process.
More information on Interactionism (written 17/02/12)
'How languages are learned' Lightbown P.M. and Spada N. 1999 Oxford University Press,pages: 22-6,42-4,176
Page 22 The Interactionist theory on first language acquisition focuses on the role of the linguistic environment in interaction with the(child's )person's innate capacities in the development of the language and Interactionists greatly consider the importance of the person's environment.
The Interactionists claim that language which is modified to suit the capability of the learner is vital for the process of language acquisition.Interactionists view language acquisition as similar to and influenced by the acquisition of other kinds of skill and knowledge rather than as something which is mostly independent of the person's experience and cognitive development.
A strong interactionist view was the psychologist Lev Vygotsky who worked in the ex-Soviet Union in the 1920s and 1930s ( Vygotsky 1908).He concluded that language develops entirely from social interaction. He argued that in a supportive interactive environment ,the child / the person is able to advance to a higher level of knowledge and performance than he or she would be capable of independently.He referred to what the child / the person could do in interaction with another ,but not alone as the child /the person , as the child's zone of proximal development.He observed the importance of conversation which children have with adults and with other children and noticed in these conversations the origins of both language and thought.
Vygotsky's opinion of language acquisition differs from Piaget's in which he hypothesised that language developed as symbol system to express knowledge with the physical world.
However,for Vygotsky,thought was essentially internalised speech and emerged in social interaction,
(Vygotsky's theory of the child's zone of proximal development could well be applied to adult learners when learning a language.)
(written 27 th Feb 2012 information from different book: More information re Vygotsky
page 40 'Pyschology for Teachers'Williams,Marion and Burden,Robert L.(Cambridge University Press) 1997
Vygotsky emphasised the importance of language ; interacting with people;not just speech, it signs and symbols as well (NB ! the last part about signs and symbols is a but confusing so I need to check this or delete it) It is by means of language that culture is transmitted,thinking develops and learning occurs.
Vygotsky stated that meaning should constitute the central aspect of any unit of study.Moreover,any unit of study should be presented in all it's complexity,rather than skills and knowledge being presented in isolation.
Info re the role of Mediation:
(page 40 of Psychology for language teachers)An important aspect of the theory by Vygotsky is the concept of mediation.Central to the psychology of both Vygotsky and Feuerstein is the concept of mediation.This is a term used by psychologists of the social interactionist school to refer to the part played by other significant people in the learners' lives,who enhance their learning by selecting and shaping the learning experiences presented to them.
Basically,the secret of effective learning lies in the nature of the social interaction between two or more people with different levels of skills and knowledge.The role of the one with most knowledge,usually a parent or a teacher,but often a peer,is to find ways of helping the other to learn.
Particularly,this involves helping learners to move into or through the next layer of knowledge or understanding.This important person in the child's/learner's learning is known as a mediator.
Vygotsky's most widely known concept is probrably the zone of proximal development,which is the term used to refer to the layer of skill or knowledge which is just beyond that with which the learner is coping(rephrase this to beyond the learner's current level of capability)
Working together with another person,either an adult or a more competent peer at a level that is just above a learner's present capabilities is the best way for the learner to move into the next layer.The concepts of mediation and zone of proximal development are important ones in social interactionist theories.
(from page 42):
Like Vygotsky,Feuerstein considers the role of the mediator as a key factor in effective learning.He identifies the significant part played by the teacher (I could amend this to the learner's peers) in selecting and shaping learning experiences and also children's responses to them.
It can be seen that Feuerstein and Vygotsky quite independently broke new ground in emphasising the social context in which learning takes place,and in providing us with the concept of mediation as a key element in this process.
Vygotsky also focussed on the use of the use of language in all its aspects as a tool in both bringing meaning to and obtaining meaning from learning activities.Moreover,he pointed out the advantages of collaborative work set at a level just beyond the learner's current level of competence.
In addition,both psychologists provide us with ways of helping learners to lesrn how to learn.
Social interactionist theories can provide us with a rich source of ideas which can inform our language teaching practices.(this sentence could be part of analysis or conclusion)
(from page 43):
Social interactionism emphasises the dynamic nature of the interplay between teachers,learners and tasks,and provide a view of learning as arsing from interactions with others.
(the following could be part of an analysis or conclusion ):
Since learning never takes place in isolation,it can be seen the importance of the learning environment or context within which the learning takes place.
Page 22 The Interactionist theory on first language acquisition focuses on the role of the linguistic environment in interaction with the(child's )person's innate capacities in the development of the language and Interactionists greatly consider the importance of the person's environment.
The Interactionists claim that language which is modified to suit the capability of the learner is vital for the process of language acquisition.Interactionists view language acquisition as similar to and influenced by the acquisition of other kinds of skill and knowledge rather than as something which is mostly independent of the person's experience and cognitive development.
A strong interactionist view was the psychologist Lev Vygotsky who worked in the ex-Soviet Union in the 1920s and 1930s ( Vygotsky 1908).He concluded that language develops entirely from social interaction. He argued that in a supportive interactive environment ,the child / the person is able to advance to a higher level of knowledge and performance than he or she would be capable of independently.He referred to what the child / the person could do in interaction with another ,but not alone as the child /the person , as the child's zone of proximal development.He observed the importance of conversation which children have with adults and with other children and noticed in these conversations the origins of both language and thought.
Vygotsky's opinion of language acquisition differs from Piaget's in which he hypothesised that language developed as symbol system to express knowledge with the physical world.
However,for Vygotsky,thought was essentially internalised speech and emerged in social interaction,
(Vygotsky's theory of the child's zone of proximal development could well be applied to adult learners when learning a language.)
(written 27 th Feb 2012 information from different book: More information re Vygotsky
page 40 'Pyschology for Teachers'Williams,Marion and Burden,Robert L.(Cambridge University Press) 1997
Vygotsky emphasised the importance of language ; interacting with people;not just speech, it signs and symbols as well (NB ! the last part about signs and symbols is a but confusing so I need to check this or delete it) It is by means of language that culture is transmitted,thinking develops and learning occurs.
Vygotsky stated that meaning should constitute the central aspect of any unit of study.Moreover,any unit of study should be presented in all it's complexity,rather than skills and knowledge being presented in isolation.
Info re the role of Mediation:
(page 40 of Psychology for language teachers)An important aspect of the theory by Vygotsky is the concept of mediation.Central to the psychology of both Vygotsky and Feuerstein is the concept of mediation.This is a term used by psychologists of the social interactionist school to refer to the part played by other significant people in the learners' lives,who enhance their learning by selecting and shaping the learning experiences presented to them.
Basically,the secret of effective learning lies in the nature of the social interaction between two or more people with different levels of skills and knowledge.The role of the one with most knowledge,usually a parent or a teacher,but often a peer,is to find ways of helping the other to learn.
Particularly,this involves helping learners to move into or through the next layer of knowledge or understanding.This important person in the child's/learner's learning is known as a mediator.
Vygotsky's most widely known concept is probrably the zone of proximal development,which is the term used to refer to the layer of skill or knowledge which is just beyond that with which the learner is coping(rephrase this to beyond the learner's current level of capability)
Working together with another person,either an adult or a more competent peer at a level that is just above a learner's present capabilities is the best way for the learner to move into the next layer.The concepts of mediation and zone of proximal development are important ones in social interactionist theories.
(from page 42):
Like Vygotsky,Feuerstein considers the role of the mediator as a key factor in effective learning.He identifies the significant part played by the teacher (I could amend this to the learner's peers) in selecting and shaping learning experiences and also children's responses to them.
It can be seen that Feuerstein and Vygotsky quite independently broke new ground in emphasising the social context in which learning takes place,and in providing us with the concept of mediation as a key element in this process.
Vygotsky also focussed on the use of the use of language in all its aspects as a tool in both bringing meaning to and obtaining meaning from learning activities.Moreover,he pointed out the advantages of collaborative work set at a level just beyond the learner's current level of competence.
In addition,both psychologists provide us with ways of helping learners to lesrn how to learn.
Social interactionist theories can provide us with a rich source of ideas which can inform our language teaching practices.(this sentence could be part of analysis or conclusion)
(from page 43):
Social interactionism emphasises the dynamic nature of the interplay between teachers,learners and tasks,and provide a view of learning as arsing from interactions with others.
(the following could be part of an analysis or conclusion ):
Since learning never takes place in isolation,it can be seen the importance of the learning environment or context within which the learning takes place.
