Sociocultural Theory Bibliography - Penn State - May 2013

SOCIOCULTURAL THEORY & L2 LEARNING BIBLIOGRAPHY
THE CENTER FOR LANGUAGE ACQUISITION THE PENNSYLVANIA STATE UNIVERSITY

Last Updated: 05/20/2013 Page 1


[A]
Ableeva, R. (2008). The effects of dynamic assessment on L2 listening comprehension. In J.P.
Lantolf & M.E. Poehner (Eds.), Sociocultural theory and the teaching of second languages
(pp. 57-86). London: Equinox.

Ableeva, R. (2010). Dynamic assessment of listening comprehension in second language learning.
Unpublished doctoral dissertation, The Pennsylvania State University, University
Park.

Ableeva, R. & J. P. Lantolf (2011). Mediated dialogue and the microgenesis of second
language listening comprehension. Assessment in Education, 18, 133-149.

Adair-Hauck, B., & Donato, R. (1994). Foreign language explanations within the zone of
proximal development. The Canadian Modern Language Review/ La Revue canadienne
des langues vivantes, 50, 532557.

Ahmed, M. K. (1994). Speaking as cognitive regulation: A Vygotskian perspective on dialogic
communication. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second
language research (pp. 157-172). Norwood, NJ: Ablex.

Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language
learning in the zone of proximal development. The Modern Language Journal, 78, 465-
483.

Allen, H. W. (2010a). Interactive contact during study abroad as linguistic affordance: Myth
or reality? Frontiers: The Interdisciplinary Journal of Study Abroad, 19, 1-26.

Allen, H. W. (2010b). Language-learning motivation during short-term study abroad: An
activity theory perspective. Foreign Language Annals, 43(1), 27-49.

Allen, H. W. (2010c). What shapes short-term study abroad experiences? A comparative case
study of students' motives and goals. Journal of Studies in International Education, 14,
452-470.

Allen, H. W. (2011). Embracing literacy-based teaching: A longitudinal study of the
conceptual development of novice foreign language teachers. In K.E. Johnson and P.
R. Golombek (Eds.), Sociocultural research on second language teacher education: Exploring
the complexities of professional development (pp. 86-101). New York: Routledge.

Alm-Lequeux, A. (2001). Using the internet as a zone of proximal development for teaching
indirect speech: A Vygotskian approach. Die Unterrichtspraxis, 34, 1-9.



Antes, T. (1996). Reaching beyond the least common denominator. In E. Spinelli (Ed.),
Creating opportunity for excellence through language. Selected papers from the Central States
Conference (pp. 122-135). Lincolnwood, IL: National Textbook Co.

Antn, M. (1999). The discourse of a learner-centered classroom: Sociocultural perspectives
on teacher-learner interaction in the second-language classroom. The Modern
Language Journal, 83, 303-318.

Antn, M. (2003). Dynamic assessment of advanced foreign language learners. Paper presented at
the annual convention of the American Association of Applied Linguistics (AAAL),
Washington, D.C.

Antn, M. (2009). Dynamic assessment of advanced language learners. Foreign Language
Annals, 42, 576-598.

Antn, M., & DiCamilla, F. J. (1998). Socio-cognitive functions of L1 collaborative interaction
in the L2 classroom. The Canadian Modern Language Review/ La Revue canadienne des
langues vivantes, 54, 314-342.

Antn, M., DiCamilla, F. J., & Lantolf, J. P. (2003). Sociocultural theory and the acquisition of
Spanish as a second language. In B. A. Lafford & R. Salaberry (Eds.), Spanish second
language acquisition: State of the science (pp. 262-284). Washington, D.C.: Georgetown
University Press.

Antonek, J. L., McCormick, D. E., & Donato, R. (1997). The student teacher portfolio as
autobiography: Developing a professional identity. The Modern Language Journal, 81,
15-27.

Appel, G., & Lantolf, J. P. (1994). Speaking as mediation: A study of L1 and L2 text recall
tasks. The Modern Language Journal, 78, 437-452.

Artigal, J. M. (1992). Some considerations on why a new language is acquired by being used.
International Journal of Applied Linguistics, 2, 221-240.

Artigal, J. M. (1994). The L2 kindergarten teacher as a territory maker. In J. E. Alatis (Ed.),
Georgetown University Roundtable on Languages and Linguistics (GURT) 1993. Strategic
interaction and second language acquisition: Theory, practice, and research (pp. 452-468).
Washington, D.C.: Georgetown University Press.

Arumi Ribas, M. (2009). Study of the perceptions of foreign language students on the use of
some self-regulation instruments. Revista Espaola de Lingustica Aplicada, 22, 35-58.

[B]
Barkaoui, K., Swain, M. Lapkin, S. (2010). Examining the quality of measures of change in
cognition and affect for older adults: Two case studies. Journal of Aging Studies, 25, 62-
72.


Barnard, R. (2002). Peer tutoring in the primary classroom: A sociocultural interpretation of
classroom interaction. New Zealand Journal of Educational Studies, 37, 57-72.

Basharina, O. (2007). An activity theory perspective on student-reported contradictions in
international telecollaboration. Language Learning and Technology, 11(2), 82103.

Bedford, D. (1985). Spontaneous playback of the second language: A descriptive study. Foreign
Language Annals, 18, 279-287.

Belyayev, B. V. (1966). The psychology of teaching foreign languages. Oxford: Pergamon.

Belz, J. A. & Vyatkina, N. (2008). The pedagogical mediation of a developmental learner
corpus for classroom-based language instruction. Language Learning & Technology, 12,
33-52.

Bongartz, C., & Schneider, M. (2003). Linguistic development in social contexts: A study of
two brothers learning German. The Modern Language Journal, 87, 13-37.

Borer, L. (2007). Depth of processing in private and social speech: Its role in the retention of
word knowledge by adult EAP learners. The Canadian Modern Language Review/ La
Revue canadienne des langues vivantes, 64, 269-295.

Broner, M., & Tarone, E. (1999). Is it fun? Language play in a fifth grade Spanish immersion
classroom. Paper presented at the annual conference of the American Association of
Applied Linguistics (AAAL), Stamford, CT.

Brooks, F. B., & Donato, R. (1994). Vygotskyan approaches to understanding foreign
language learner discourse during communicative tasks. Hispania, 77, 262-274.

Brooks, F. B., Donato, R., & McGlone, J. V. (1997). When are they going to say "it" right?"
Understanding learner talk during pair-work activity. Foreign Language Annals, 30,
523-541.

Brooks, L., & Swain, M. (2009). Languaging in collaborative writing: Creation of and
response to expertise. In A. Mackey & C. Polio (Eds.). Multiple perspectives on interaction
in SLA (pp. 58-89). Mahwah, NJ: Lawrence Erlbaum.

Brooks, L., Swain, M., Lapkin, S., & Knouzi, I. (2010). Mediating between scientific and
spontaneous concepts through languaging. Language Awareness, 19(2), 89-110.

Brown, A. L., & Ferrara, R. A. (1985). Diagnosing zones of proximal development. In J. V.
Wertsch (Ed.), Culture, communication, and cognition: Vygotskian perspectives (pp. 273
305). New York: Cambridge University Press.

Buckwalter, P. (2001). Repair sequences in Spanish L2 dyadic discourse: A descriptive study.
The Modern Language Journal, 85, 380-397.



Bullock, B., & Lantolf, J. P. (1987). Cloze testing and text genre. Rassegna Italiana Di
Linguistica Applicata, 19(3), 95-104.

Bushnell, C. (2009). 'Lego my keego!': An analysis of language play in a beginning Japanese as
a foreign language classroom. Applied Linguistics, 30, 49-69.

Byrnes, H. (2006). What kind of resource is language and why does it matter for advanced
language learning? In H. Byrnes (Ed.), Advanced language learning: The contributions of
Halliday and Vygotsky. London: Continuum.

[C]
Caffarel, C. (2006). Learning advanced French through SFL: learning SFL in French. In H.
Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp.
204-224). London: Continuum.

Camilleri, B. & Law, J. (2007). Assessing children referred to speech and language therapy:
Static and dynamic assessment of receptive vocabulary. Advances in Speech-Language
Pathology, 9, 312-322.

Crdenas-Claros, M. S., & Gruba, P. A. (2009). Help Options in CALL: A Systematic Review.
CALICO Journal, 27(1), 69-90.

Carpay, J. A. M. (1974). Foreign language teaching and meaningful learning: A Soviet
Russian point of view. ITL, Review of Applied Linguistics, 25-26, 161-187.

Carpay, J. (1980). Cognitive mastery of grammar rules in foreign language learning: Some
experimental work based on the Vygotskian model. (ERIC Document Reproduction
No. ED 192 553).

Centeno-Corts, B. (2003). Private speech in the second language classroom: Its role in
internalization and its link to social production. Unpublished doctoral dissertation, The
Pennsylvania State University, University Park.

Centeno-Corts, B., & Jimenz-Jimenz, A. (2004). Problem-solving tasks in a foreign
language: The importance of the L1 in private verbal thinking. International Journal of
Applied Linguistics, 14, 7-35.

Chamberlin Quinslisk, C. (2008). Nonverbal communication and second language classrooms:
A review. In S.G. McCaffery & G. Stam (Eds.), Gesture: Second language acquisition and
classroom research (pp. 25-44). New York: Erlbaum.

Chapelle, C. A. (2009). The relationship between second language acquisition theory and
computer-assisted language learning. The Modern Language Journal, 93, 741-753.



Choi, S. & Lantolf, J. P. (2008). Representation and embodiment of meaning in L2
communication: Motion events in the speech and gesture of advanced L2 Korean and
L2 English speakers. Studies in Second Language Acquisition, 30, 191-224.

Colombi, M.C. (2006). Grammatical metaphor: academic language development in Latino
students in Spanish. In H. Byrnes (Ed.), Advanced language learning: The contribution of
Halliday and Vygotsky (pp. 147-163). London: Continuum.

Cook, G. (1996). Language play in English. In J. Maybin and N. Mercer (Eds.), Using English
from conversation to canon (pp. 198-234). London: Routledge

Cook, G. (1997). Language play and language learning. English Language Teaching Journal, 51,
224-231.

Cook, G. (2000). Language play, language learning. Oxford: Oxford University Press.

Coughlan, P. J. (1995a). Conversations with Vovo: A case study of child second language
acquisition and loss. Issues in Applied Linguistics, 6, 123-136.

Coughlan, P. J. (1995b). Sociocultural theory, second language discourse, and teaching: An
interview with James Lantolf. Issues in Applied Linguistics, 6, 137-145.

Coughlan, P., & Duff, P. A. (1994). Same task, different activities: Analysis of a SLA task from
an activity theory perspective. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches
to second language research (pp. 173-194). Norwood, NJ: Ablex.

Crane, C. (2006). Modelling a genre-based foreign language curriculum: staging advanced L2
learning. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday
and Vygotsky (pp. 227-245). London: Continuum.

Cross, R. (2006). Language teaching as activity: A sociocultural perspective on second language
teacher practice. Unpublished doctoral dissertation, Monash University, Victoria,
Australia.

Cross, R. (2010). Language Teaching as Sociocultural Activity: Rethinking Language Teacher
Practice. The Modern Language Journal, 94, 434-452.

Cross, J. (2010). Raising L2 listeners' metacognitive awareness: A sociocultural theory
perspective. Language Awareness, 19(4), 281-297.

Cross, J. (2011). Social-cultural-historical contradictions in an L2 listening lesson: A joint
activity system analysis. Language Learning, 61 (3), 820-867.

Crutcher, R. J. (1990). The role of mediation in knowledge acquisition and retention:
Learning foreign vocabulary using the keyword method. Tech Report No. 90-10.
Boulder: University of Colorado, Institute of Cognitive Science.



Cumming, A. (1990). Metalinguistic and ideational thinking in second language composing.
Written Communication, 7, 482-511.

Cumming, A. (1998). Theoretical perspectives on writing. Annual Review of Applied Linguistics,
18, 6178.

[D]
Darhower, M. (2002). Interactional features of synchronous computer-mediated
communication in the intermediate L2 class: A sociocultural case study. CALICO
Journal, 19, 251-277.

Darhower, M. A., & Tharrington, K. (2007). Dynamic assessment in synchronous computer-
mediated communication: A case study of L2 Spanish past narration. Unpublished
manuscript.

de Guerrero, M. C. M. (1987). The din phenomenon: Mental rehearsal in the second language.
Foreign Language Annals, 20, 537-548.

de Guerrero, M. C. M. (1991). The nature of inner speech in mental rehearsal of the second language.
Unpublished doctoral dissertation, Inter American University, San Juan, PR.

de Guerrero, M. C. M. (1994). Form and functions of inner speech in adult second language
learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language
research (pp. 83-116). Hillsdale, N.J.: Ablex.

de Guerrero, M. C. M. (1996). Krashens i +1 and Vygotskys ZPD: Really two very different
notions. TESOL-GRAM, 9, 9.

de Guerrero, M.C.M. (1999). Inner speech as mental rehearsal: The case of advanced L2
learners. Issues in Applied Linguistics, 10, 27-55.

de Guerrero, M. C. M. (2004). Early stages of L2 inner speech: What verbal reports say.

de Guerrero, M. C. M. (2005). Inner speech - L2: Thinking words in a second language. New
York: Springer.

de Guerrero, M. C. M. (2009). Lifespan development of the L2 as an intellectualization
process. An ontogenetic sociocultural theory perspective. In K. de Bot & R. W. Schrauf
(Eds.), Language development across the lifespan (pp. 107-124). New York: Routledge.

de Guerrero, M. C. M., & Villamil, O. (1994). Social-cognitive dimensions of interaction in L2
peer revisions. The Modern Language Journal, 78, 484-496.

de Guerrero, M. C. M., & Villamil, O. (2000). Activating the ZPD: Mutual scaffolding in L2
peer revision. The Modern Language Journal, 84, 51-68.


de Guerrero, M. C. M., & Villamil, O. S. (2002). Metaphorical conceptualizations of ESL
teaching and learning. Language Teaching Research, 6, 95-120.

DiCamilla, F. J., & Antn, M. (1997). The function of repetition in the collaborative discourse
of L2 learners: A Vygotskian perspective. The Canadian Modern Language Review/ La
Revue canadienne des langues vivantes, 53, 609-633.

Donato, R. (1988). Beyond group: A psycholinguistic rationale for collectivity in second language
learning. Unpublished doctoral dissertation, University of Delaware.

Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G.
Appel (Eds.), Vygotskian approaches to second language research (pp. 33-56). Norwood, N.
J. Ablex.

Donato, R. (1997). The student teacher portfolio as autobiography: Developing a professional
identity. The Modern Language Journal, 81, 15-27.

Donato, R. (2000). Sociocultural contributions to understanding the foreign and second
language classroom. In J. P. Lantolf (Ed.), Sociocultural theory and second language
learning (pp. 27-50). Oxford: Oxford University Press.

Donato, R. (2004). Aspects of collaboration in pedagogical discourse. In M. McGroarty (Ed.),
Annual Review of Applied Linguistics, 24, 284-302.

Donato, R., & Adair-Hauck, B. (1992). Discourse perspectives on formal instruction. Language
Awareness, 1, 73-90.

Donato, R., & Lantolf, J. P. (1990). The dialogic origins of L2 monitoring. Pragmatics and
Language Learning, 1, 83-98.

Donato, R., & McCormick, D. (1994). A sociocultural perspective on language learning
strategies: The role of mediation. The Modern Language Journal, 78, 453-464.

Duff, P. A., & Uchida, Y. (1997). The negotiation of teachers sociocultural identities and
practices in postsecondary EFL classrooms. TESOL Quarterly, 31, 451-486.

Dunn, W., & Lantolf, J. P. (1998). Vygotskys zone of proximal development and Krashens i
+ 1 : Incommensurable constructs; incommensurable theories. Language Learning, 48,
411-442.

[E]
Ehrich, J. F. (2006). Vygotskian inner speech and the reading process. Australian Journal of
Educational & Developmental Psychology, 6, 12-25.

Ellis, R. (1997). SLA research and language teaching. Oxford: Oxford University Press.


Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.

Ellis, R & Barkhuizen, G. (2005). Analyzing learner language. Oxford: Oxford University
Press.

Ellis, R., & He, X. (1999). The roles of modified input and output in the incidental acquisition
of word meanings. Studies in Second Language Acquisition, 21, 319-333.

Erben, T., Ban, R., & Summers, R. (2008). Changing Examination Structures within a College
of Education: The Application of Dynamic Assessment in Pre-service ESOL
Endorsement Courses in Florida. In J.P. Lantolf & M.E. Poehner (Eds.), Sociocultural
theory and the teaching of second languages (pp. 87-114). London: Equinox.

Evensen, L. S. (2007). 'With a little help from my friends'? Theory of learning in applied
linguistics and SLA. Journal of Applied Linguistics, 4, 333-353.

[F]
Faltis, C. (1990). Spanish for native speakers: Freirian and Vygotskian perspectives. Foreign

Faraco, M. & Kida, T. (2008). Gesture and the negotiation of meaning in a second language
classroom. In S.G. McCaffery & G. Stam (Eds.) Gesture: Second language acquisition and
classroom research (pp. 280-297). New York: Lawrence Erlbaum Associates.

Ferreira, M & Lantolf, J.P. (2008). A concept-based approach to teaching: Writing through
genre analysis. In J.P. Lantolf & M.E. Poehner (Eds.), Sociocultural theory and the
teaching of second languages (pp. 285-320). London: Equinox.

Feryok, A. (2009). Activity theory, imitation, and their role in teacher development. Language
Teaching Research, 13, 279-299.

Feryok, A. (2012). Activity theory and language teacher agency. Modern Language Journal,
96, 95-107.

Foley, J. (1990). Task-based approaches to language learning from the learner's point of view.
Language and Education, 4, 81-102.

Foley, J. (1991). A psycholinguistic framework for task-based approaches to language
teaching. Applied Linguistics, 12, 62-75.

Foley, J. (1991). Vygotsky, Bernstein and Halliday: Towards a unified theory of L1 and L2
learning. Language, Culture and Curriculum, 4, 17-26.



Frawley, W. (1992). The cross-language study of private speech. Paper presented at the First
Conference for Socio-cultural Research, Symposium on Private Speech and Self-
regulation, Madrid, Spain.

Frawley, W., & Lantolf, J. P. (1984). Speaking and self-order: A critique of orthodox L2
research. Studies in Second Language Acquisition, 6, 143-159.

Frawley, W., & Lantolf, J. P. (1985). Second language discourse: A Vygotskyan perspective.

[G]
Gnem-Gutirrez, A. (2003). Beyond interaction: The study of collaborative activity in
computer mediated tasks. ReCALL, 15(1), 94112.

Gnem-Gutirrez, A. (2004). The processes of collaborative activity in computer-mediated
tasks: In search of microgenesis. Unpublished doctoral dissertation, University of
Southampton, England.

Gnem-Gutirrez, G. A. (2006). Sociocultural theory and its application to CALL: A study of
the computer and its relevance as a mediational tool in the process of collaborative
activity. ReCALL, 18(2), 230-251.

Gnem-Gutirrez, G. A. (2008). Microgenesis, method and object: A study of collaborative
activity in a Spanish as a foreign language classroom. Applied Linguistics, 29(1), 120
148.

Gnem-Gutirrez, G.A. (2013). Sociocultural theory and second language development:
Theoretical foundations and insights from research. In M. P. Garca Mayo, M. J.
Gutirrez-Mangado, & M. Martnez Adrin (Eds.), Contemporary approaches to second
language acquisition (pp. 129-152). Amsterdam: John Benjamins.

Garb, E., & Kozulin, A. (1999). Dynamic assessment of EFL at the preacademic centers.
Unpublished manuscript.

Garca, P. N. (2011). Dynamic assessment and the Spanish classroom: Implications for
teaching. Actas del IX Congreso Internacional de Lingstica General. Valladolid, Spain.
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Garca, P. N. (2012). Verbalizing in the second language classroom: The development of the
grammatical concept of aspect. Unpublished Doctoral Dissertation, University of
Massachusetts, Amherst, MA.

Gebhard, M. (1999). Debates in SLA studies: Redefining classroom SLA as an institutional
phenomenon. TESOL Quarterly, 33, 544-557.



Gibbons, P. (2003). Mediating language learning: Teacher interactions with ESL students in a
content-based classroom. TESOL Quarterly, 37, 247-273.

Gillette, B. (1994). The role of learner goals in L2 success. In J. P. Lantolf & G. Appel (Eds.),
Vygotskian approaches to second language research (pp. 195-214). Norwood, NJ: Ablex.

Goss, N., Ying-Hua, Z., & Lantolf, J. P. (1994). Two heads may be better than one: Mental
activity in second-language grammaticality judgments. In E. E. Tarone, S. M. Gass, &
A. D. Cohen (Eds.), Research methodology in second-language acquisition (pp. 263-286).
Hillsdale, NJ: Erlbaum.

Grabois, H. (1996a). Distributed cognition and participation in second language discourse. In
A. Pavlenko & R. Salaberry (Eds.), Papers in second language acquisition and bilingualism.
Vol. 14. Cornell Working Papers in Linguistics (pp. 1-25). Ithaca, NY: Cornell Linguistics
Circle.

Grabois, H. (1996b). Word association methodology in a cross-linguistic study of lexicon. In
A. Pavlenko & R. Salaberry (Eds.), Papers in second language acquisition and bilingualism.
Vol. 14. Cornell Working Papers in Linguistics (pp. 85-96). Ithaca, NY: Cornell
Linguistics Circle.

Grabois, H. (1997). Love and power: Word associations, lexical organization and L2 acquisition.
Unpublished doctoral dissertation, Cornell University, Ithaca, NY.

Grabois, H. (1999). The convergence of sociocultural theory and cognitive linguistics. Lexical
semantics and the L2 acquisition of love, fear and happiness. In G. B. Palmer & D. J.
Occhi (Eds.), Cultural constructions of emotional substrates (pp. 201-233). Amsterdam:
John Benjamins.

Grabois, H. (2008). Contribution and language learning: Service-learning from a sociocultural
perspective. In J.P. Lantolf & M.E. Poehner (Eds.) Sociocultural Theory and the Teaching
of Second Languages (pp. 382- 422). London: Equinox.

Graman, T. (1988). Education for humanization: Applying Paulo Freire's pedagogy to
learning a second language. Harvard Educational Review, 58, 433-448.

Guk, I. & Kellogg, D. (2007). The ZPD and whole class teaching: Teacher-led and student-led
interactional mediation of tasks. Language Teaching Research, 11, 281-299.

Gullberg, M. (2006). Handling discourse: Gestures, reference tracking, and communication
strategies in early L2. Language Learning, 56, 115-196.

Gullberg, M. (2008) A helping hand? Gestures, L2 learners, and grammar. In S.G. McCafferty
& G. Stam (Eds.), Gesture: Second language acquisition and classroom research (pp. 185-
210). New York: Erlbaum.



[H]
Hall, J. K. (1993). The role of oral practices in the accomplishment of our everyday lives: The
sociocultural dimension of interaction with implications for the learning of another
language. Applied Linguistics, 14, 145-166.

Hall, J. K. (1995a). "Aw, man, where you goin'?": Classroom interaction and the development
of L2 interactional competence. Issues in Applied Linguistics, 6(2), 37-62.

Hall, J. K. (1995b). (Re)creating our worlds with words: A sociohistorical perspective of face-
to-face interaction. Applied Linguistics, 16, 206-232.

Hall, J. K. (1997). A consideration of SLA as a theory of practice: A response to Firth and
Wagner. The Modern Language Journal, 81, 301-305.

Hall, J. K. (1998). Researching classroom discourse and foreign language learning. Pragmatics
and Language Learning, 9, 293-311.

Hall, J. K. (2002). Methods for teaching foreign languages: Creating communities of learners in the
classroom. Engelwood Cliffs, NJ: Prentice-Hall.

Hampel, R. (2003). Theoretical perspectives and new practices in audio-graphic conferencing
for language learning. ReCALL, 15(1), 21-36.

Hendry, H.J. (2009). Foreign language learning of students with language learning disabilities: An
activity theory perspective of three middle school students. Unpublished doctoral dissertation,
University of Pittsburgh, PA.

Hill, K. & Sabet, M. (2009). Dynamic speaking assessment. TESOL Quarterly, 43, 537-545.

Holunga, S. (1994). The effect of metacognitive strategy training with verbalization on the oral
accuracy of adult second language learners. Unpublished doctoral dissertation, University
of Toronto (OISE), Toronto, Canada.

[I]

Ishihara, N. (2009). Teacher-Based Assessment for Foreign Language Pragmatics. TESOL
Quarterly, 43, 445-470.

[J]
Jang, E-Y. & DaSilva Iddings, A. C. (2010). The social genesis of self-regulation: the case of
two Korean adolescents learning English as a second language. Mind, Culture, and
Activity: An International Journal, 17, 350-366.



Jimnez-Jimnez, A. F. (2003). Linguistic and psychological dimensions of second language attrition
during and after a study abroad experience. Unpublished doctoral dissertation, The
Pennsylvania State University, University Park, USA.

John-Steiner, V. (1985). The road to competence in an alien language: A Vygotskian
perspective on bilingualism. In J. V. Wertsch (Ed.), Culture, communication, and
cognition: Vygotskian perspectives (pp. 348-371). Cambridge, UK: Cambridge University
Press.

John-Steiner, V., Panofsky, C. P., & Smith, L. W. (Eds.). (1994). Sociocultural approaches to
language and literacy: An interactionist perspective. Cambridge, UK: Cambridge University
Press.

Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. New York:
Routledge.

Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher
education. TESOL Quarterly, 40, 235-257.

Johnson, K. E., & Golombek, P. R. (2003). Seeing teacher learning. TESOL Quarterly, 37,
729-737.

Johnson, K. E. & Golombek, P. R. (Eds.). (2011). Research on second language teacher education: A
sociocultural perspective on professional development. New York: Routledge.

Johnson, M. (2001). The art of non-conversation: A reexamination of the validity of the oral
proficiency interview. New Haven, CT: Yale University Press.

Johnson, M. (2003). A philosophy of second language acquisition. New Haven, CT: Yale
University Press.

Joravsky, D. (1989). Russian psychology: A critical history. London: Blackwell.

Jungheim, N.O. (2008). Language learner and native speaker perceptions of Japanese refusal
gestures portrayed in video. In S.G. McCafferty & G. Stam (Eds.), Gesture: Second
language acquisition and classroom research (pp. 157-182). New York: Erlbaum.

[K]
Kabanova, O. Ya. (1985). The teaching of foreign languages. Instructional Science, 14, 1-47.

Karlstrm, P., Cerratto-Pargman, T., Lindstrom, H., & Knutsson, O. (2007). Tool mediation
in Focus on Form activities: Case studies in a grammar-exploring environment.
ReCALL, 19, 39-56.

Kasper, G. (2001). Four perspectives on L2 pragmatic development. Applied Linguistics, 22,
502-530.


Kecskes, I., & Papp, T. (2000). Foreign language and mother tongue. Mahwah, NJ: Erlbaum.

Kida, T. (2008). Does gesture aid discourse comprehension in the L2? In S.G. McCafferty &
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