Sociocultural theory and second language learning: Select bibliography
Compiled by J. P. Lantolf, The Pennsylvania State University January 2004
Note: The bibliography is organized by topic; however, in many cases a particular item could appropriately be crosslisted under more than one topic. Cross-listings are indicated in ( ) following the entry.
I. general
Antes, T. 1996. Reaching beyond the least common denominator. In Creating opportunity for excellence through
language. Selected papers from the Central States Conference, ed. by E. Spinelli, 122-135. Lincolnwood, IL: National
Textbook Co.
Belyayev, B. V. 1966. The psychology of teaching foreign languages. Oxford: Pergamon.
Buckwalter, P. 2001. Repair sequences in Spanish L2 dyadic discourse: A descriptive study. MLJ, 85, 380-397.
Coughlan, P. J. 1995b. Sociocultural theory, second language discourse, and teaching: An interview with James
Lantolf. Issues in Applied Linguistics, 6/2, 137-145. (also, pedagogy)
Cox, B. D. & C. Lightfoot. (eds.). Sociogenetic perspectives on internalization. Mahwah, NJ: Erlbaum.
Donato, R. 2000. Sociocultural contributions to understanding the foreign and second language classroom. In J. P.
Lantolf (Ed.) Sociocultural theory and second language learning. Oxford: OUP. (Also, activity theory, private speech,
ZPD)
Ellis, R. 1997. SLA Research and Language Teaching. Oxford: Oxford University Press (chapt. 9) (also, pedagogy).
Engestrom, Y. 1999. Expansive visibility of work: an activity-theoretical perspective. Computer Supported Cooperative
Work, 8, 1999.
Engestrom, Y. 2001. Expansive learning at work: towards an activity theoretical reconceptualization. Journal of
Education and Work, 14, 133-156.
Frawley, W. 1997. Vygotsky and cognitive science. Language and the unification of the social and computational mind.
Cambridge, MA: Harvard University Press.
Grigorenko, E. L. & R. J. Sternberg. 2002. Dynamic testing. Cambridge: Cambridge University Press.
Haenen, J. 1996. Pietr Gal’perin: Psychologist in Vygotsky’s footsteps. New York: Nova Science Publishers.
Haenen, J. 2002. Outlining the teaching-learning process: Piotr Gal’perin’s contribution. Learning and Instruction 11,
151-170.
Hall, J. K. 1995c. (Re)creating our worlds with words: A sociohistorical perspective of face-to-face interaction. Applied
Linguistics, 16/2, 206-232..
Hall, J. K. 1998. Researching classroom discourse and foreign language learning. Pragmatics and Language Learning
vol. 9. 293-311.
Hall, J. K. 2002. Methods for teaching foreign languages. Creating communities of learners in the classroom.
Engelwood Cliffs, NJ: Prentice-Hall.
Karpova, S. N. 1977. The realization of the verbal composition of speech by preschool children. Paris: Mouton.
Kasper, G. 2001. Four perspectives on L2 pragmatic development. Applied Linguistics, 22, 502-530.
Lantolf, J. P. 1994. Sociocultural theory and second language learning: Introduction to the special issue. Modern
Language Journal, 78/4, 418-420.
Lantolf, J. P. 2000a. Introducing sociocultural theory. In J. P. Lantolf (Ed.) Sociocultural theory and second language
learning. Oxford: Oxford University Press.
Lantolf, J. P. 2001. Sociocultural theory and second language acquisition. In R. Kaplan (ed.), Handbook of Applied
Linguistics. Oxford: Oxford University Press.
Lantolf, J. P. & G. Appel. 1994a. Theoretical framework: An introduction to Vygotskian perspectives on second
language research. In Lantolf & Appel, 1994. 1-32.
Lantolf, J. P. & G. Appel (eds.). 1994b. Vygotskian approaches to second language research. Norwood, NJ: Ablex.
Lantolf, J. P. and A. Pavlenko 1995. Sociocultural theory and second language acquisition. Annual Review of Applied
Linguistics, 15, 108-124.
Leontiev, A. A. 1981. The psychology of language learning. Oxford: Pergamon.
Lompscher, J. 1999. Activity formation as an alternative strategy of instruction. In Engeström, Y. R. Miettinen, & R.
Punamaki (eds.), Perspectives on activity theory. Cambridge: Cambridge University Press.
Lompscher, J. 2003. The category of activity as a principal constituent of cultural-historical psychology. In D. Robbins
& A. Stetsenko (eds.). 2003.
Newman, D., Griffin, P. & M. Cole. 1989. The construction zone: Working for cognitive change in school. Cambridge:
Cambridge University Press.
Newman, F. & L. Holzman. 1993. Lev Vygotsky: Revolutionary Scientist. London: Routledge.
Pavlenko, A. 1999. New approaches to concepts in bilingual memory. Bilingualism: Language and Cognition, 2, 209230.
Robbins, D. 2001. Vygotsky’s psychology-philosophy. A metaphor for language theory and learning. New York:
Kluwer/Plenum.
Robbins, D. 2003. Vygotsky’s and A.A. Leontiev’s semiotics and psycholinguistics. Applications for education, second
language acquisition, and theories of language. Westport, CT: Praeger.
Robbins, D. & A. Stetsenko (eds.). 2002. Voices within Vygotsky’s non-classical psychology. New York: Nova Science
Publishers.
Scollon, R. Mediated discourse. [The nexus of practice]. London: Routledge.
Sawyer, R. K. 2002. Unresolved tensions in sociocultural theory: Analogies with contemporary sociological debates.
Culture & Psychology, 8, 283-305.
Smagorinsky, P. 2001. Rethinking protocol analysis from a cultural perspective. Annual Review of
Applied Linguistics, 21, 233-245.
Talyzina, N. F. 1981. Psychology and the learning process. Moscow: Progress Press.
Tomasello, M. 1999. The cultural origins of cognition. Cambridge, MA: Harvard University Press.
Valsiner, J. Magical phrases, human development, and psychological ontology. In Cox and Lightfoot, eds.
Sociogenetic perspectives on internalization. Mahwah, NJ: Erlbaum.
Valsiner, J. & van der Veer 2000. The social mind: Construction of the idea. Cambridge: Cambridge University Press.
Wells, G. 1999. Dialogic inquiry: Towards a sociocultural practice and theory of education. Cambridge: Cambridge
University Press.
Wells, G. & G. Claxton. (eds). 2002. Learning in the 21st century. Social perspectives on the future of education.
Oxford: Blackwell.
Wink, J. & L.Putney. 2002. A vision of Vygotsky. Boston: Allyn and Bacon.
II. Activity Theory
Coughlan, P. & P. A. Duff. 1994. Same task, different activities: Analysis of a SLA task from an activity theory
perspective. In Lantolf & Appel, 1994. 173-194.
Gillette, B. 1994. The role of learner goals in L2 success. In Lantolf & Appel, 1994. 195-214. (also, pedagogy)
Jiménez-Jiménez, A. F. 2003. Linguistic and psychological dimensions of second language attrition during and after a
study abroad experience. Ph.D. dissertation. Penn State University, University Park, PA.
Lantolf, J. P. & P. Genung. 2000. An activity theoretic perspective on second language classroom motivation.
Acquisition et Interaction en Language Etrangere. April 2000. (also, pedagogy)
Lantolf, J. P. & P. Genung. 2002. ‘I’d rather switch than fight’: An activity theoretic study of power, success and failure
in a foreign language classroom. Language Acquisition and Language Socialization: Ecological Perspectives. Ed. by
C. Kramsch. London: Continuum Press.
Lantolf, J. P. and A. Pavlenko. 2001. (S)econd (L)anguage (A)activity. Understanding second language learners as
people. In M. Breen (ed.) Learner contributions to language learning: New directions in research. London: Longman.
Roebuck, R. 1998. Reading and recall in L1 and L2. A sociocultural approach. Stamford, CT: Ablex. (also, pedagogy)
Roebuck, R. 2000. Subjects speak out: How learners position themselves in a psycholinguistics task. In J. P. Lantolf
(Ed.) Sociocultural theory and second language learning. Oxford: OUP. (also, pedagogy)
Thorne, S. L. 1999. An activity theoretic analysis of foreign language electronic discourse. Unpublished Ph. D.
dissertation. University of California, Berkeley, CA. (also pedagogy)
Thorne, S. L. 2000a. Beyond bounded activity systems: Heterogeneous cultures in instructional uses of persistent
conversation. C. Herron (ed.), Proceedings of the Thirty-third annual Hawaii International Conference on System
Sciences. Los Alamitos, CA: IEEE Computer Society. (also pedagogy)
Thorne, S. (in press). Cultural historical activity theory and the object of innovation. In Oliver St. John, Kees van Esch,
& Eus Schalkwijk (eds). New Insights into Foreign Language Learning and Teaching. Peter Lang Verlag,
Frankfurt.(Germany). (also pedagogy)
III. Mediation
Appel, G. & J. P. Lantolf. 1994. Speaking as mediation: A study of L1 and L2 text recall tasks. Modern Language
Journal, 78/4, 437-452. (also private speech, pedagogy)
Chernigovskaya, T. V., L. J. Balonov, & V. L. Deglin. 1983. Bilingualism and brain functional assymetry. Brain and
Language, 20, 195-216.
Coughlan, P. J. 1995a. Conversations with Vovo: A case study of child second language acquisition and loss. Issues
in Applied Linguistics, 6/2, 123-136.
Darhower, M. 2002. Interactional features of synchronous computer-mediated communication in the intermediate L2
class: A sociocultural case study. CALICO Journal, 19, 251-277.
Donato, R. & D. McCormick.1994. A sociocultural perspective on language learning strategies: The role of mediation.
Modern Language Journal, 78/4, 453-464.
Lantolf, J. P. 2000c. Second language learning as a mediated process. Language Teaching. April. (also, pedagogy)
Negueruela, E., Lantolf, J. P., S. R. Jordan, J. Gelabert. 2004. The “Private Function” of Gesture in Second Language
Communicative Activity: A Study on Motion Verbs and Gesturing in English and Spanish. International Journal of
Applied Linguistics. 14,
Thorne, S. L. 2003. Artifacts and cultures-of-use in intercultural communication. Language Teaching and Technology,
7, 38-67. (also, pedagogy)
Warschauer, M. 1997. Computer-mediated collaborative learning: Theory and practice. Modern Language Journal 81:
470-481.
IV. Inner Speech, Private Speech, Internalization
Bedford, E. J. W. 1985. Spontaneous playback of the second language: A descriptive study. Foreign Language Annals
18: 279-287.
Bongartz, C. & M. Schenider. 2003. Linguistic development in social contexts: A study of two brothers learning
German. MLJ 87: 13-37. (language play).
Broner, M. & E. Tarone. 1999. Is it fun ? Language play in a fifth grade Spanish immersion classroom. Paper
presented at the annual conference of the American Association for Applied Linguistics. Stamford, CT. March.
Centeno-Cortés, B. 2003. Private Speech in the second language classroom: Its role in internalization and its link to
social production. Ph.D. dissertation. Penn State University, University Park, PA.
Cook, G. 1997. Language play and language learning. ELT Journal, 51, 224-231.
DiCamilla, F. J. & J. P. Lantolf. 1994. The linguistic analysis of private writing. Language Sciences, 16/3, 347-369.
Frawley, W. 1992. The cross-language study of private speech. First Conference for Socio-cultural Research,
Symposium on Private Speech and Self-regulation. Madrid.
Frawley, W. & J. P. Lantolf. 1985. Second language discourse: a Vygotskyan perspective. Applied Linguistics, 6, 1944. (also regulation)
Frawley, W. & J. P. Lantolf. 1986. Private speech and self-regulation: a commentary on Frauenglass and Diaz.
Developmental Psychology, 22, 706-708.
de Guerrero, M. C. M. 1987. The din phenomenon: Mental rehearsal in the second language. Foreign Language
Annals 20: 537-548.
de Guerrero, M. C. M. 1994. Form and functions of inner speech in adult second language learning. In Lantolf & Appel,
1994. 83-116.
de Guerrero, M.C.M. 1999. Inner speech as mental rehearsal: The case of advanced L2 learners. Issues in Applied
Linguistics 10: 27-55.
Kim, Myung-Hey Huh. 1994. Vygotsky’s inner speech and ESL composing processes: A case study of two advanced
ESL students. Unpublished Ph.D. dissertation, University of Missouri, Columbia, MO.
Krashen, S. D. 1983. The din in the head, input, and the language acquisition device. Foreign Language Annals 16:
41-44.
Lantolf, J. P. 1997. The function of language play in the acquisition of Spanish as a second language. In W. R. Glass &
A. T. Perez-Leroux (Eds.) Contemporary perspectives on the acquisition of Spanish. Somerville, MA: Cascadilla Press.
Lantolf, J. P. 2003. Intrapersonal communication and internalization in the second language classroom. In A. Kozulin,
B. Gindis, V. S. Ageyev, & S. M. Miller (eds.). Vygotsky’s educational theory in cultural context. Cambridge: Cambridge
University Press.
Lantolf, J. P. & W. Frawley. 1984. Second language performance and Vygotksyan psycholinguistics: implications for
L2 instruction. In The tenth LACUS Forum, 1983, ed. by A. Manning, P. Martin, and K. McCalla. 425-440. Columbia,
SC: Hornbeam Press. (also, pedagogy)
Lantolf, J. P. & M.-d-C. Yañez-Prieto. 2003. Talking yourself into Spanish: Intrapersonal communication and second
language learning. Hispania, 86, 97-109.
McCafferty, S. G. 1992. The use of private speech by adult second language learners: A cross-cultural study. Modern
Language Journal, 76/2, 179-189.
McCafferty, S. G. 1994a. Adult second language learners' use of private speech: A review of studies. Modern
Language Journal, 78/4, 421-436.
McCafferty, S. G. 1994b. The use of private speech by adult ESL learners at different levels of proficiency. In Lantolf &
Appel, 1994. 117-134.
McCafferty. S. G. 1996. The use of nonberbal forms of expression in relation to L2 private speech. Papers in second
language acquisition and bilingualism, vol. 14, Cornell Working Papers in Linguistics, ed. by A. Pavlenko & S.
Salaberry. 97-120. Ithaca, NY: Cornell Linguistics Circle.
McCafferty, S. & Ahmed, M. 2000. The appropriation of gestures of the abstract by L2 learners. In J. P. Lantolf (Ed.),
Sociocultural theory and second langauge learning. Oxford: OUP.
McQuillan, J. 1996. Reading, language acquisition and the “Din in the Head:” Involuntary mental rehearsal in the first
language. ITL Review of Applied Linguistics 113: 305-320.
McQuillan, J. & V. Rodrigo. 1995. A reading “din in the head”: Evidence of involuntary mental rehearsal in second
language readers. Foreign Language Annals 28: 330-336.
Murphey, T. 1990. The song stuck in my head phenomenon: A melodic din in the LAD ? System 18: 53-64.
Ohta, A. S. 2000b. Re-thinking recasts: A learner-centered examination of corrective feedback in the Japanese
language classroom. In J. K. Hall and L. Verplaeste (Eds.) The construction of second and foreign language learning
through classroom interaction. Mahwah, NJ: Erlbaum.
Parr, P. C. & S. Krashen. 1986. Involuntary rehearsal of second languages in beginning and advanced performers.
System 14: 275-278.
Saville-Troike, M. 1988. Private speech: Evidence for second language learning strategies during the "silent" period.
Journal of Child Language 15. 567-590.
Sevilla, J. M. 1996. Involuntary rehearsal of second language at the elementary level: Do elementary school children
experience the din in the head ? System 24: 101-105.
Tomlinson, B. 2000. Talking to yourself: The role of the inner voice in language learning. Applied Language Learning
11: 123-154.
Ushakova, T. N. 1994. Inner speech and second language acquisition: An experimental--theoretical approach. In
Lantolf & Appel, 1994. 135-156.
Zimmermann, R. & K. P. Schneider. 1987. Dialogical aspects of individual lexical search. Multilingua, 6, 113-130.
V. Regulation
Ahmed, M. K. 1994. Speaking as cognitive regulation: A Vygotskian perspective on dialogic communication. In Lantolf
& Appel, 1994. 157-172.
Donato, R. & J. P. Lantolf. 1990. The dialogic origins of L2 monitoring. Pragmatics and Language Learning, 1, 83-98.
Lantolf, J. P. & M. K. Ahmed. 1989. Psycholinguistic perspectives on interlanguage variation: A Vygotskyan analysis.
In Variation in second language acquisition: Psycholinguistic issues, ed. by S. Gass, C. Madden, D. Preston, L.
Selinker. 93-108. Clevedon: Multilingual Matters.
Lantolf, J. P., F. J. DiCamilla, & M. Ahmed. 1997. The cognitive function of linguistic performance: Tense/Aspect use
by L1 and L2 speakers. Language Sciences, 19, 153-165.
Lantolf, J. P. & W. Frawley. 1985. On communication strategies: a functional perspective. Rassegna italiana di
linguistica applicata, 17, 143-157. (also private speech)
Schinke-Llano, L. 1994. Linguistic accommodation with LEP and LD Children. In Lantolf & Appel, 1994. 57-68.
Verity, D. P. 2000. Side affects: The strategic development of professional satisfaction. In J. P. Lantolf (Ed.)
Sociocultural theory and second language learning. Oxford: OUP. (also, ZPD and identity)
VI. Pedagogy
Antón, M. 1999. A learner-centered classroom. Sociocultural perspectives on teacher-learner interaction in the second
language classroom The Modern Language Journal 83: 303-318. (also, ZPD and prolepsis)
Antón, M. DiCamilla, F. J. & Lantolf, J. P. 2003. Sociocultural theory and the acquisition of Spanish as a second
language. In B. A. Lafford & R. Salaberry (eds.), Spanish second language acquisition. State of the science.
Washington, D. C.: Georgetown University Press.
Artigal, J. M. 1992. Some considerations on why a new language is acquired by being used. International Journal of
Applied Linguistics, 2, 221-240. (also regulation, ZPD)
Artigal, J. M. 1994. The L2 kindergarten teacher as a territory maker. In GURT 1993. Strategic interaction and
language acquisition: Theory, practice, and research, ed. by J. E. Alatis, 452-468. Washington, D.C.: Georgetown
University Press. (also regulation, ZPD)
Donato, R & B. Adair-Hauck. 1992. Discourse perspectives on formal instruction. Language Awareness, 1, 73-90.
(also, ZPD)
Brooks, F. B. & R. Donato. 1994. Vygotskyan approaches to understanding foreign language learner discourse during
communicative tasks. Hispania, 77, 262-274.
Brooks, F. B., R. Donato, & J. V. McGlone. 1997. When are they going to say "it" right?" Understanding learner talk
during pair-work activity. Foreign Language Annals, 30. 523-541.
Carpay, J. A. M. 1974. Foreign language teaching and meaningful learning. A Soviet Russian point of view. ITL.
Review of Applied Lingusitics.
Ellis, R. 1997. SLA research and language teaching (chpt. 10). Oxford: Oxford University Press.
Ellis, R. 2003. Task-based language learning and teaching. (chpt. On activity theory and tasks) Oxford: Oxford
University Press.
Faltis, C. 1990. Spanish for native speakers: Freirian and Vygotskian perspectives. Foreign Language Annals, 23, 117126.
Foley, J. 1990. Task-based approaches to language learning from the learner's point of view. Language and
Education, 4, 81-102.
Foley, J. 1991. A psycholinguistic framework for task-based approaches to language teaching. Applied Linguistics,
12/1, 62-75.
Gifford, C. & J. Mullaney. 1999. From rhetoric to reality: Applying the communication standards to the classroom.
NECTFL Review, 46, 12-18.
Graman, T. 1988. Education for humanization: Applying Paulo Freire's pedagogy to learning a second language.
Harvard Educational Review, 58, 433-448.
Hall, J. K. 1995a. "Aw, man, where you goin'?": Classroom interaction and the development of L2 interactional
competence. Issues in Applied Linguistics, 6/2, 37-62. (also, scaffolding)
Hegegaard, M., P. Hakkarainen, & Y. Engeström (eds.). 1984. Learning and teaching on a scientific basis.
Methodological and epistemological aspects of activity theory of learning and teaching. Aarhus Universitet.
Psykologisk Institut.
Kabanova, O. Ya. 1985. The teaching of foreign languages. Instructional Science, 14, 1-47.
Kowal, M. & M. Swain. 1997. From semantic to syntactic processing: How can we promote it in the immersion
classroom ? In Johnson, K. & M. Swain (eds.) Immersion education: International perspectives. Cambridge:
Cambridge University Press.
Kecskes, I. & T. Papp. 2000. Foreign language and mother tongue. Mahwah, NJ: Erlbaum.
Lantolf, J. P. 1993. Sociocultural theory and the second-language classroom: The lesson of strategic interaction. In
GURT 1993. Strategic interaction and second language acquisition: Theory, practice, and research, ed. by J. E. Alatis,
220-233. Washington, D.C.: Georgetown University Press.
Lantolf, J. P. 1998. Second culture acquisition: Cognitive considerations. In E. Hinkel (Ed.) Culture in teaching and
learning. Cambridge: Cambridge University.
Levine, J. 1993. Learning English as an addition language in multilingual classrooms. In H. Daniels (ed.) Charting the
agenda. Educational activity after Vygotsky, 190-215. London: Routledge.
Mantero, M. 2002. The reasons we speak. Cognition and discourse in the second language classroom. Westport, CT:
Bergin & Garvey..
Markova, A. K. 1979. The teaching and mastery of language. White Plains, NY: Sharpe.
Negueruela, E. 2003. A sociocultural approach to teaching and researching second language: Systemic-theoretical
instruction and second language development. Ph.D. Dissertation. Penn State University, University Park, PA.
Ohta, A. S. 2001. Second language acquisition processes in the classroom setting. Learning Japanese. Mahweh, NJ:
Erlbaum.
Platt, E. & F. B. Brooks 1994. The acquisition-rich environment revisited. Modern Language Journal, 78/4, 497-511.
Platt, E. & S. Troudi. 1997. Mary and her teachers: A brego-speaking child's place in the mainstream classroom.
Modern Language Journal, 81/1, 28-59. (also, scaffolding)
Schinke-Llano, L. 1995. Reenvisioning the second language classroom: A Vygotskian approach. In Second language
acquisition theory and pedagogy, ed. by F. R. Eckman, D. Highland, P. W. Lee, J. Mileham, R. R. Weber, 21-28.
Mahwah, NJ: Lawrence Erlbaum.
Sullivan, P. 2000. Playfulness as mediation in communicative language teaching in a Vietnamese classroom. In J. P.
Lantolf (Ed.) Sociocultural theory and second langauge learning. Oxford: OUP.
Swain, M. 2000. The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P.
Lantolf (Ed.) Sociocultural theory and second language learning. Oxford: OUP. (also, mediation)
Swain, M. & S. Lapkin. 1995. Problems in output and the cognitive processes they generate: A step towards second
language learning. Applied Linguistics, 16,3, 371-391.
Swain, M & S. Lapkin. 1998. Interaction and second language learning: Two adolescent French immersion students
working together. The Modern Language Journal 82: 320-337. (also, scaffolding & ZPD)
Thorne, S. L. 2003. Artifacts and cultures-of-use in intercultural communication. Language Teaching and Technology,
7, 38-67. (also, mediation)
Thorne, S. (in press). Cultural historical activity theory and the object of innovation. In Oliver St. John, Kees van Esch,
& Eus Schalkwijk (eds). New Insights into Foreign Language Learning and Teaching. Peter Lang Verlag,
Frankfurt.(Germany). (also activity theory)
VII. Zone of Proximal Development, Scaffolding and Prolepsis
Aljaafreh, A. & J. P. Lantolf. 1994. Negative feedback as regulation and second language learning in the Zone of
Proximal Development. The Modern Language Journal, 78/4, 465-483.
Alm-Lequeux, A. 2001. Using the internet as a zone of proximal development for teaching indirect speech: A
Vygotskian approach. Die Unterrichtspraxis 34: 1-9.
Antón, M. & F. J. DiCamilla. 1998. Socio-cognitive functions of L1 collaborative interaction in the L2 classroom. The
Canadian Modern Language Review 54: 314-342. (also, pedagogy)
DiCamilla, F. J. & M. Antón. 1997. The function of repetition in the collaborative discourse of L2 learners. The
Canadian Modern Language Review 53: 609-633.
Donato, R. 1994. Collective scaffolding in second language learning. In Lantolf & Appel, 1994. 33-56.
Dunn, W. & J. P. Lantolf. 1998. i + 1 and the ZPD: Incommensurable constructs; incommensurable theories.
discourses. Language Learning 48: 411-442.
Grabois, H. 1996a. Distributed cognition and participation in second language discourse. Papers in Second Language
Acquisition and Bilingualism, vol. 14 Cornell Working Papers in Linguistics, ed. by A. Pavlenko & R. Salaberry. 1-25.
de Guerrero, M. C. M. & O. Villamil. 1994. Social-cognitive dimensions of interaction in L2 peer revisions. Modern
Language Journal, 78/4, 484-496.
de Guerrero, M. C. M. & O. Villamil. 2000. Activating the ZPD: Mutual scaffolding in L2 peer revision. Modern
Language Journal. 84/1: 51-68.
Herron, C. 1994. Investigation of the effectiveness of using an advance organizer to introduce video in the foreign
language classroom. The Modern Language Journal 78: 190-198.
Kinginger, C. 1998. Videoconferencing as access to spoken French. The Modern Language Journal 82: 502-513.
Kinginger, C. 2000. Learning the pragmatics of solidarity in the networked foreign language classroom. In J. K. Hall &
L S. Verplaest (eds.), The development of foreign and second language through classroom interaction.
Kinginger, C. 2002. Defining the zone of proximal development in US foreign language education. Applied Linguistics,
23, 240-261.
Lantolf, J. P. & A. Aljaafreh. 1995. Second language learning in the zone of proximal development: A revolutionary
experience. International Journal of Educational Research, 23/7, 619-632.
Lynch, A., C. A. Klee & D. J. Tedick. 2001. Social factors and language proficiency in postsecondary Spanish
Immersion: Issues and Implications. Hispania, 84, 510-524.
Mercer, N. 1995. The guided construction of knowledge. Talk amongst teachers and learners. Clevedon: Multilingual
Matters.
Murphey, T. 1995. Conversational shadowing for rapport and interactional language acquisition. In Proceedings of the
6th International University of Japan Conference on SLR in Japan. (also, pedagogy)
Murphey, T. 1996. Proactive adjusting to the zone of proximal development: Learner and teacher strategies. Paper
presented at the 2nd Conference for Socio-cultural Research Vygotsky-Piaget. Geneve, September. (also, pedagogy)
Murphey, T. 2001. Tools of recursion, intermental zones of proximal development, and critical collaborative autonomy.
JALTJournal. .
Nassaji, H. & A. Cumming. 2000. What’s in a ZPD ? A case study of a young ESL student and teacher interacting
through diaologue journals. Language Teaching and Learning, 4, 95-121.
Nassaji, H. & M. Swain. To appear. A Vygotskyan perspective towards corrective feedback in L2: the Effect of random
vs. negotiated help on the acquisition of English articles. Language Awareness.
Nyikos, M & R. Hashimoto. 1997. Constructivist theory applied to collaborative learning in teacher education: In search
of ZPD. Modern Language Journal, 81/4. 506-517.
Ohta, A. S. 1995. Applying sociocultural theory to an analysis of learner discourse: Learner-learner collaborative
interaction in the zone of proximal development. Issues in Applied Linguistics, 6/2, 93-122.
Ohta, A. S. 2000a. Re-thinking interaction in SLA: Developmentally appropriate assistance in the Zone of proximal
development and the acquisition of L2 grammar. In J. P. Lantolf (Ed.), Sociocultural theory and second language
learning. Oxford: OUP.
Oxford, R. 1997. Cooperative learning. Collaborative learning, and interaction: Three communicative strands in the
language classroom. Modern Language Journal. 81/4. 443-456.
Shea, D. P. (1994). Perspective and production: Structuring conversational participation across cultural borders.
Pragmatics, 4, 357-390. (also, mediation)
Villamil, O. & M. C.M. de Guerrero. 1996. Peer revision in the L2 classroom: Social-cognitive activities, mediating
strategies, and aspects of social behavior. Journal of Second Language Writing, 5, no. 1, 51-75. (also pedagogy)
Washburn, Gay. 1987. Applications of Vygotskian theory to SLA Research. Paper presented at TESOL Conference.
Miami. April.
VIII. Development, Identity, Self
Antonek, J. L., D. E. McCormick & R. Donato. 1997. The student teacher portfolio as autobiography: Developing a
professional identity. Modern Language Journal, 81/1, 15-27.
Carpay, J. 1980. Cognitive mastery of grammar rules in foreign language learning. Some experimental work based on
the Vygotskian model. ERIC Document: ED 192553.
Ellis, R. and X. He. 1999. The roles of modified input and output in the incidental acquisition of word meanings. Studies
in Second Language Acquisition 21: 319-333.
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