Language Development in Social Interaction: A Longitudinal Study of a Japanese FLES Program from a Vygotskyan Approach.

Takahashi, Etsuko

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Peer reviewed

ERIC Number: EJ575452

Record Type: Journal

Publication Date: 1998

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ISSN: ISSN-0015-718X

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Language Development in Social Interaction: A Longitudinal Study of a Japanese FLES Program from a Vygotskyan Approach.

Takahashi, Etsuko

Foreign Language Annals, v31 n3 p392-406 Fall 1998

Reports the results of a three-year qualitative observation study of a Japanese foreign language in the elementary school (FLES) program. The observation was analyzed from the sociocultural point of view led by Vygotsky, which treats learning through social guidance and motivation as central to an account of language development. (Author/JL)

Descriptors: Classroom Communication, Classroom Environment, Discourse Analysis, Elementary Education, FLES, Japanese, Learning Motivation, Longitudinal Studies, Second Language Instruction, Second Language Learning

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

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