Impact of scaffolding on L2 learning in the zone of proximal development: collaborative interaction in a Japanese language classroom

Abstract

The present study entails a longitudinal qualitative investigation of ways in which learning is appropriated through socially mediated interactions. While there have been numerous SLA studies within the sociocultural framework that exarmne impacts of assisted interactions on L2 learning and development (Adair-Hauck & Donato, 1994; Aljaafreh & Lantolf, 1994, 1995; Ant6n & DiCarnilla, 1999; de Guerrero & Villamil, 2000; Donato, 1994; Ohta, 1995, 1997, 2000, 2001; Storch, 2002; Young & Miller, 2004), research on evidence of subsequent learner development of L2 competencies beyond the immediate impact of interaction on learning has remained scarce. This study is an attempt to analyze the possibility that learners' abilities gained through interactions with expert speakers (native speakers of Japanese) may have a sustained impact on self-regulation (or internalization) for the learners and thereby may allow the learners to provide assistance or "pass on" their new competence in the subsequent interactions with other peers. vii