Vygotsky's Zone of Proximal Development and Krashen's i+1
Incommensurable Constructs; Incommensurable Theories
Bibliographic Data
| ID | 4502475 |
|---|---|
| Authors | William E Dunn, James P Lantolf (0000-0003-4131-8368, Cornell University) |
| Year | 1998 |
| Volume | 48 |
| Issue | 3 |
| Pages | 411-442 |
| Publication date | 1998-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Learning (JOURNAL) |
| Journal identifiers | ISSN: 0023-8333 • E-ISSN: 1467-9922 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/0023-8333.00048 |
| OpenAlex | W2027315045 |
| Language | EN |
| Citations received | 32 |
Second language scholars, in public research and in public discussions,have suggested that Krashen's construct of i+1is similar to Vygotsky's zone of proximal development and that it might therefore befeasible to integrate the two constructs in a way that would be productive for second languageacquisition (SLA) research. After surveying publications relevant to the issue, we argue that thisenterprise is futile, not only because the concepts are unrelatable, but also because they arerooted in incommensurable theoretical discourses. We also propose a way in which SLAresearch and theory might deal with incommensurability
Construct (python library) · Epistemology · Mathematics education · Sociology · Zone of proximal development · Computer Science · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Philosophy · Psychology · Second Language Learning and Teaching
Calling for a Humanizing Turn in Language Teacher Education
Four perspectives on L2 pragmatic development
Research Methods and Sociocultural Approaches in Second Language Acquisition
Zone of Proximal Development in Second Language Acquisition
Research Methods and Sociocultural Approaches in Second Language Acquisition
Alternative Approaches to Second Language Acquisition
The Ecology and Semiotics of Language Learning
Task-Based Language Teaching
Activating the ZPD
The Zone of Proximal Development in Vygotsky's Analysis of Learning and Instruction
Negotiation for Meaning and Peer Assistance in Second Language Classrooms
Changes over time in language learning strategy use by foreign language learners
Scaffolding language teacher education
Alignment of code switching varies with proficiency in second language learning dialogue
Raising language awareness in peer interaction
Pronunciation-specific adjustment strategies for intelligibility in L2 teacher talk
Embracing History through Transforming It
Changing Perspectives on Good Language Learners
Exploring ESL Teachers' Roles through Metaphor Analysis
Using talk to scaffold referential questions for English language learners
Second/Foreign Language Learning as a Social Accomplishment
Using Scaffolding Materials to Facilitate Autonomous Online Chinese as a Foreign Language Learning
Eureka! or, How I learned to stop worrying and love the survey
Second language learning as a mediated process
Developing literacy in second‐language learners
Learning to Eat Politely at the Chinese Homestay Dinner Table
I +L #Zpd
Bridging the Gap
Experience Effects on the Development of Late Second Language Learners' Oral Proficiency
Epilogue
Profiling second language sociolinguistic development through dynamically administered strategic interaction scenarios
The Nature of Cooperative Learning and Differentiated Instruction Practices in English Classes
| Citations per year | 1.23 |
|---|---|
| Citation span | 2000 - 2026 (27) |
| Highly cited | No |