Expert-novice interaction as the basis for L2 developmental activity

A SCT perspective

Authors

  • Gabriela Adela Gánem-Gutiérrez University of Essex
  • Alex Gilmore University of Tokyo

DOI:

https://doi.org/10.1558/lst.33621

Keywords:

Sociocultural theory, zone of proximal development, interaction, multimodality

Abstract

This study investigated interaction between an adult EFL university student in Japan and her EFL tutor/researcher while they observed the student’s L2 writing event during a stimulated retrospective recall session. Interaction is considered both a methodological instrument to investigate the complex cognitive activity underpinning L2 writing and a pedagogic tool to encourage linguistic – as well as strategic – awareness and change. Informed by Sociocultural Theory, this paper argues that interaction which is sensitive to learners’ potential development can be a powerful tool to promote the co-construction of L2 knowledge. Data were collected through eye-tracking and real-time screen capture of the writing event and analysed using descriptive statistics and microgenetic multimodal interaction analysis. The paper aims to illustrate the potential value of a mixed-methods, multimodal, design to better understand the dual role of interaction: (a) to support development; and (b) as a methodological instrument to investigate the unfolding history of that development.

Author Biographies

Gabriela Adela Gánem-Gutiérrez, University of Essex

Gabriela Adela Gánem-Gutiérrez (Ph.D.) is a Senior Lecturer (Applied Linguistics/TEFL) in the Department of Language and Linguistics at the University of Essex. Her main research interests include L2 pedagogy, explicit L2 learning, Sociocultural theory, and CALL.

Alex Gilmore, University of Tokyo

Alex Gilmore is an Associate Professor (English for Specific Purposes) at the University of Tokyo, Japan. He has a Ph.D. (Applied Linguistics) from Nottingham University, UK, and specializes in discourse analysis, materials design and L2 pedagogy.

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Published

2018-05-10

How to Cite

Gánem-Gutiérrez, G. A., & Gilmore, A. (2018). Expert-novice interaction as the basis for L2 developmental activity: A SCT perspective. Language and Sociocultural Theory, 5(1), 21–45. https://doi.org/10.1558/lst.33621

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Articles