Phil, anything I'd have to say about second language learning would be
strictly conjectural--I'm not multilingual myself (except for rudimentary
French and Spanish) and don't study additional language learning in my
work. Sorry, Peter
At 09:20 PM 1/15/2004 +0700, you wrote:
>I am still trying to make sense of Davydov's theory, particularly in terms
>of the initial cell, which you suggested some time ago as being
>word/meaning for other language learning. For adults who are using their
>first language as a mediational tool for learning another language (i.e.
>where higher concepts are matured/already maturing), I wonder what
>hypotheses are being made? Obviously different to young school children,
>but what qualitative differences to adults? Sorry to confuse this with
>more than one language.
>On Jan 15, 2004, at 2:55 AM, Peter Moxhay wrote:
>>> What is the "special" meaning that LSV attaches to the word imitation?
>>I think the question of the role of imitation in the ZPD is a really
>>It might be fruitful to look not just at LSV's writings but also at the
>>work of contemporary Russian researchers in learning activity to see
>>how they have subsequently concretized the idea of the ZPD -- that is,
>>what they see as the forms of adult-child interaction in instruction.
>>For example, I am currently reading Galina Tsukerman's book "How do
>>young school children learn how to learn?" (2000). She has a large
>>table in which she lists various properties of the first four of Elkonin's
>>stage, including "what is the leading activity" and also "what the child
>>expects from the adult partner."
>>For Elkonin's stage 2 (early childhood), we have:
>>- leading activity: object-manipulative activity
>>- what child expects from adult partner: demonstrations of
>>examples, step-by-step help, control, and evaluation
>>(The above sounds like imitation/copying to me.)
>>For Elkonin's stage 4 (elementary school), we have:
>>- leading activity: learning activity
>>- what child expects from adult partner: help in checking
>>the hypotheses put forth by the child, pointing out of
>>It sounds like the viewpoint here is that in early childhood imitation
>>of examples is very important, but that it plays a much-diminished role in
>>the school-age child since imitation is no longer the form of adult-child
>>interaction that's linked to the leading activity (though imitation would
>>of course still be present).
>>Hope this isn't too far off the original query...
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