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The Discourse of a Learner‐Centered Classroom: Sociocultural Perspectives on Teacher‐Learner Interaction in the Second‐Language Classroom
Author(s) -
Antón Marta
Publication year - 1999
Publication title -
the modern language journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.486
H-Index - 83
eISSN - 1540-4781
pISSN - 0026-7902
DOI - 10.1111/0026-7902.00024
Subject(s) - sociocultural evolution , zone of proximal development , negotiation , mediation , context (archaeology) , psychology , discourse analysis , point (geometry) , second language , pedagogy , linguistics , sociology , paleontology , social science , philosophy , geometry , mathematics , anthropology , biology
This study investigates learner‐centered and teacher‐centered discourse in interactive exchanges between teachers and learners in the second language (L2) classroom. The analysis of interaction shows that learner‐centered discourse provides opportunities for negotiation (of form, content, and classroom rules of behavior), which creates an environment favorable to L2 learning. In contrast, teacher‐centered discourse is shown to provide rare opportunities for negotiation. Placing the analysis within the context of the role of discourse in the mediation of cognitive development, a central point in sociocultural theory, this study demonstrates that when learners are engaged in negotiation, language is used to serve the functions of scaffolding (Wood, Bruner, & Ross, 1976) and to provide effective assistance as learners progress in the zone of proximal development (Vygotsky, 1978). The analysis presented here attempts to show how various communicative moves and linguistic forms are deployed to achieve these functions.