Social-cognitive dimensions of interaction in L2 peer revision.

an important factor in second language (L2) acquisition (9; 17).1 Research has focused on several variables of interaction: task type (13), teacher participation (27), nature of input (17), and negotiation strategies (22). Some recent studies (1; 2; 19; 26), however, have pointed out the need to look at the social relationships that characterize learner/learner and teacher/ learner L2 discourse and how these might affect the learning of the L2. We believe that Vygotskyan psycholinguistics (19; 20; 30; 36; 38; 39), a theoretical framework originated by the work of Russian psychologist Lev Vygotsky (34; 35), offers an ideal model for studying the interrelatedness of the social and cognitive aspects of interactive discourse. We are particularly interested in applying a Vygotskyan socialcognitive2 perspective to the analysis of interaction during peer revision in the L2 writing classroom.

[1]  J. Wertsch.  From Social Interaction to Higher Psychological Processes. A Clarification and Application of Vygotsky’s Theory , 1979 .

[2]  Johnnie Johnson Hafernik.  The How and Why of Peer Editing in the ESL Writing Class. , 1983 .

[3]  Michael H. Long.  Native speaker/non-native speaker conversation and the negotiation of comprehensible input1 , 1983 .

[4]  K. Bruffee.  Collaborative Learning and the “Conversation of Mankind” , 1984, College English.

[5]  J. Lantolf,et al.  Second Language Discourse: A Vygotskyan Perspective , 1985 .

[6]  Di Pietro,et al.  Strategic Interaction: Learning Languages through Scenarios , 1987 .

[7]  Anne Ruggles Gere,et al.  Writing Groups: History, Theory, and Implications , 1987 .

[8]  T. Pica.  Second-language Acquisition, Social Interaction, and the Classroom. , 1987 .

[9]  Karen I. Spear.  Sharing writing : peer response groups in English classes , 1987 .

[10]  Sarah Warshauer Freedman,et al.  Peer Response Groups in the Writing Classroom: Theoretic Foundations and New Directions , 1988 .

[11]  Craig Chaudron,et al.  Second Language Classrooms. Research on Teaching and Learning. , 1988 .

[12]  Dennie Rothschild,et al.  Self and Peer Evaluation of Writing in the Interactive ESL Classroom: An Exploratory Study , 1990 .

[13]  Susan Conrad,et al.  Student Input and Negotiation of Meaning in ESL Writing Conferences , 1990 .

[14]  Alexander Friedlander.  Second Language Writing: Composing in English: effects of a first language on writing in English as a second language , 1990 .

[15]  D. Horgan,et al.  Peer Review: It Works. , 1991 .

[16]  Sarah Warshauer Freedman,et al.  Outside-In and Inside-Out: Peer Response Groups in Two Ninth-Grade , 1992 .

[17]  Frank B. Brooks.  Communicative competence and the conversation course: A social interaction perspective☆ , 1992 .

[18]  Discourse Style and Patterns of Participation on ESL Interactive Tasks , 1992 .

[19]  Steven G. Mccafferty.  The Use of Private Speech by Adult Second Language Learners: A Cross-Cultural Study. , 1992 .

[20]  J. Stanley.  Coaching student writers to be effective peer evaluators , 1992 .

[21]  Linda Schinke-Llano,et al.  On the Value of a Vygotskian Framework for SLA Theory and Research. , 1993 .

[22]  John M. Murphy,et al.  Peer Response Groups: Do L2 Writers Use Peer Comments in Revising Their Drafts? , 1993 .

[23]  S. Knight.  Dictionary Use While Reading: The Effects On Comprehension and Vocabulary Acquisition For Students Of Different Verbal Abilities , 1994 .

[24]  Rod Ellis,et al.  The Study of Second Language Acquisition , 1994 .

[25]  Frank B. Brooks,et al.  Vygotskyan approaches to understanding foreign language learner discourse during communicative tasks , 1994 .