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Socio-Cultural Theory And Intertextual Analysis

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According to Lantolf and Pavlenko (1995) the aim of socio-cultural theory is recognizing the way human beings arrange and employ their minds for performing the act of living. However, as Vygotsky (1978) believes, the study of people’s mental activities is not adequately achievable through particular tests or by introspective techniques. Vygotsky (1978) suggests that mental functions will be thoroughly studied while perceived either during development by the passage of time, or while it is interrupted, like in pathological conduct. That is, human’s mental activities could be analyzed while interacting with other people. Or as Lantolf and Appel (1994) argue, socio-cultural theorists use participation metaphor rather than the acquisition in their …show more content…

Lynch and Maclean (2001) tried to investigate the effectiveness of the interactive tasks on language development. The study consists of 14 English for Special Purposes (ESP) learners. The participants formed pairs, and each pair was asked to make a poster about a research article. One of the learners in each dyad interacted with other learners in his working team. The findings revealed that the expert peers did not improve their level of English language proficiency, however, their language use improved as a result of repeating their performance for the learners. The less proficient ESP learners improved significantly during the interactive sessions. Lynch and Maclean (2001) concluded that peer-peer dialogue enhances second language …show more content…

They analyzed the impact of Symmetrical and Asymmetrical scaffolding strategies on reading comprehension of learners of English as a foreign language (EFL). The research was performed on 52 EFL learners, who enrolled in an English language schools in Mashhad, Iran. The research findings revealed that the learners in asymmetrical scaffolding group outperformed their counterparts in the symmetrical scaffolding group. Analysis of the interviews indicated that most of the participants intended to have a partner and work in pairs while doing the reading comprehension tasks. Moreover, most of the participants intended to work with more competent learner since they thought that their presence may accelerate their progress.
Swain, Brooks and Tocalli-Beller (2002), in their review article analyzed recent studies in which peer-peer dialogues had been applied with the aim of exploring its effect on second language learning. They reported that “ we concluded from the studies presented in this review, that the collaborative dialogue in which peers engage as they work together on writing, speaking, listening and reading activities mediates second language learning” (Swain, Brooks and Tocalli-Beller,

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