Hi Mark,
Reasons for being here are, in my experience, as diverse as you can
get apart from an overriding interest in mediational theories of
mind. You aren't alone as a teacher/researcher in the world of
additional language education looking to ways that the Vygotsky
school can help understand what is going on.
Just for a starter, can I recommend Leontiev A.A.. (1981)
Psychology and the Language Learning Process, Oxford: Pergamon as a
work that discusses methodology. And of course there is Lantolf J,
and Thorne S. (2006) Sociocultural Theory and the Genesis of Second
Language Development, Oxford: Oxford University Press that makes
great strides in introducing praxis into SLD.
Keep us posted and there are quite a few who would welcome the chance
to discuss issues that you uncover.
Regards,
Phil
On 07/03/2007, at 1:25 PM, Mark wrote:
> Hello everyone,
>
> My name is Mark, and I'm a new member to this list, and although
> I'm not as academically advanced as others on this list, my reasons
> for being here may also be a little different.
>
> I am currently doing my MA in English as a Second/Foreign Language
> through the University of Birmingham and I am located in Japan. I
> am an English teacher, I teach all levels of students ranging from
> the preschoolers all the way up to University classes. My interests
> lie in tying Vygotsky to methodology in English education.
>
> My dissertation will be to show that Vygotsky's ZPD plays a key
> role in language acquisition and in doing so, be able to adapt new
> teaching methodologies which reflect that. Behaviourists such as
> Skinner or the innatist such as Chomsky, will play an important
> role in my research with regards to acquisition itself, but Krashen
> who believes that all acquisition of language comes from
> comprehensible input is also important for me to juxtapose with
> Vygotsky. I need to find a way to bring Vygotsky closer to
> methodology of teaching/learning in order to propose changes to
> current methodologies and show that internalization of language has
> a direct link to methodology. Current research or current
> methodologies are mainly teacher centered and leave little room for
> the student to internalize the language through private speech or
> interlanguage.
>
> I am really interested in the blocks that Ana has and especially
> this thread. Ana, would I be able to see the material you have too?
>
> Thanks,
>
> Mark
>
> ----- Original Message ----- From: "Martin Packer" <packer@duq.edu>
> To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
> Sent: Wednesday, March 07, 2007 7:00 AM
> Subject: [xmca] double stimulation task
>
>
> Can anyone point me towards replications of Vygotsky¹s double
> stimulation
> task, as described in Thought & Language? (22 blocks of various
> shapes,
> sizes, colors, labeled with nonsense words). Or to variations on
> the task,
> with different definitions of the concepts to be learned (i.e. tall +
> narrow, short + wide, etc.)
>
> Martin
>
>
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