A lot in this thread. I see that Phil has already responded to Mark. I would
also
recommend, mark, that you use the google search on lchc.ucsd.edu to search
the archives of XMCA going back to its early history. During this time,
second language
learning and teaching, including teaching of English, have been a recurring
theme.
Thanks to all posting about the Vygotsky-Sakharov blocks! Carol. Might you
get your
student to make the scintillating replication avialable for reading about?
When we work
on replication here a number of fascinating issues arose including exactly
what a replication
would mean in US experimental psych terms.
Mike
On 3/7/07, Phil Chappell <philchappell@mac.com> wrote:
>
> 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 Vygotskyıs 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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