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dc.contributor.authorPoehner, Matthew E.
dc.contributor.authorLeontjev, Dmitri
dc.date.accessioned2021-05-24T05:25:46Z
dc.date.available2021-05-24T05:25:46Z
dc.date.issued2020
dc.identifier.citationPoehner, M. E., & Leontjev, D. (2020). To correct or to cooperate : Mediational processes and L2 development. <i>Language Teaching Research</i>, <i>24</i>(3), 295-316. <a href="https://doi.org/10.1177/1362168818783212" target="_blank">https://doi.org/10.1177/1362168818783212</a>
dc.identifier.otherCONVID_28173368
dc.identifier.otherTUTKAID_78327
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/75867
dc.description.abstractThe present article argues for a conceptual distinction between corrective feedback and mediation that emphasizes the status of the latter not as an instructional practice but as a defining feature of human psychology (Vygotsky, 1987) that has direct implications for how instruction might be approached. Specifically, Sociocultural Theory (SCT) posits that humans are always and everywhere mediated, as individuals draw upon meanings and ways of thinking they have already internalized as well as those that are available in their immediate environment to regulate their actions. With regard to second language (L2) education, rather than exclusively focusing on learner independent performance or whether learners improve following application of a particular corrective feedback strategy, a view of learner performance as a mediated process draws attention to changes – either over the course of an activity or from one activity to the next – to the degree of guidance learners require and the ways in which they respond to or negotiate that support. This mediation process, the changes that may be observed, and how these may be interpreted vis-à-vis learner development is illustrated with examples taken from two recent Dynamic Assessment (DA) studies involving Estonian learners of L2 English. The first study focuses upon one-to-one dialogic interaction in an individualized DA program while the second study reports the implementation of a computerized DA procedure (n = 25). Together, they underscore how the goal of promoting learner L2 development through instruction may be advanced when mediational processes are taken into account and learner developmental trajectories are identified. Implications of mediational processes for future work interested in corrective feedback are discussed.en
dc.format.mimetypeapplication/pdf
dc.language.isoeng
dc.publisherSage Publications Ltd.
dc.relation.ispartofseriesLanguage Teaching Research
dc.rightsIn Copyright
dc.subject.othercorrective feedback
dc.subject.otherdynamic assessment
dc.subject.othermediation
dc.subject.othersociocultural theory
dc.titleTo correct or to cooperate : Mediational processes and L2 development
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-202105243127
dc.contributor.laitosSoveltavan kielentutkimuksen keskusfi
dc.contributor.laitosCentre for Applied Language Studiesen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.description.reviewstatuspeerReviewed
dc.format.pagerange295-316
dc.relation.issn1362-1688
dc.relation.numberinseries3
dc.relation.volume24
dc.type.versionacceptedVersion
dc.rights.copyright© Authors, 2020
dc.rights.accesslevelopenAccessfi
dc.subject.ysotoinen kieli
dc.subject.ysopalaute
dc.subject.ysokielen oppiminen
dc.subject.ysoarviointi
dc.format.contentfulltext
jyx.subject.urihttp://www.yso.fi/onto/yso/p17005
jyx.subject.urihttp://www.yso.fi/onto/yso/p1236
jyx.subject.urihttp://www.yso.fi/onto/yso/p24061
jyx.subject.urihttp://www.yso.fi/onto/yso/p7413
dc.rights.urlhttp://rightsstatements.org/page/InC/1.0/?language=en
dc.relation.doi10.1177/1362168818783212
jyx.fundinginformationThe author(s) received no financial support for the research, authorship, and/or publication of this article.


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