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The Impact of Linguistic Background on the Nature of Classroom Dyadic Interactions: Evidence from L2 and L3 Learners of English as a Foreign Language
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Tavakol, Mahbube; Tavakoli, Mansoor; Ketabi, Saeed – International Multilingual Research Journal, 2022
Framed within the perspective of Vygotskyan sociocultural theory and models of third language learning, this study examined the impact of differing linguistic backgrounds and learning experience on the nature of dyadic interaction during task completion in the divide between true L2 and L3 learners. It was conducted in an EFL classroom with eight…
Descriptors: Multilingualism, English (Second Language), Second Language Learning, Second Language Instruction
First versus Subsequent Foreign Language Development in Situated Interaction from a Vygotskyan SCT Perspective: Microgenetic Analysis of Persian-Speaking Learners
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Tavakol, Mahbube; Tavakoli, Mansoor; Ketabi, Saeed – International Journal of Multilingualism, 2019
The present study compared L2 and L3 learners of the same additional language in two parallel case studies framed within a Vygotskyan SCT perspective to examine how foreign language learners' background knowledge impacts on the path of their development. Interactive data were collected on the development of interrogative formation by four Persian…
Descriptors: Indo European Languages, Second Language Learning, Multilingualism, Language Research