I am also a novice on the matters you are discussing and I must confess it has been a little hard to follow all your discussion. This is due to the fact that it seems to be beyond my up-to-now ZPD concerning these matters and because work duties have impeded me from reading all the papers with the speed necessary to catch up. I had expected you to touch in the discussion the way Vygotsky's thoughts and findings could be related to foreign language learning. So, and I hope this does not take you too far away from your current discussion, I would like to find out waht you think about the following.
Some years ago I had the chance to study the way my EFL students managed to communicate in group work tasks of the decision making/information gap type. For this about 20 hours of students interaction were analyzed based on transcriptions (I attach a copy of the article I wrote based on this research). To my surprise, I found out that students seemed to be stretching their current level of ability to communicate in English by using chunks or bits of the previous talk done by classmates. I called this 'revoicing' and the interactional process involved 'co-construction of spoken discourse', which seemed to be occurring within students ZPD. My questions are: do you think these interactional processess can be considered as really occurring within students' ZPD? Could it be claimed then that this type of interaction is really conducive to learning the foreign language in an instructed environment? what can you say about the relation of LSV thoughts to EFL learning? Do you know of other people working on a similar area so that I can find out more about the relation of LSV's thoughts with EFL learning?
Josť David Herazo R.
Universidad de Sucre - Colombia
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