TOWARDS AN INTEGRATED MEDIATIONAL MODEL FOR EFL DEVELOPMENT: FROM INPUT TO INDEPENDENT USE
Keywords:
ZPD, SLA, EFL pedagogy, mediation, comprehensible input, sociocultural theory, assessment.Abstract
Background. Input-based second language acquisition theory and Vygotskian sociocultural are frequently given to language teachers as compatible lenses on the same process.
Objective. This article asks whether the two traditions, though not equal, can still be gathered into a usable model of EFL development.
Method. In this study, input , negotiated interaction, and output (Krashen, 1985; Long, 1996; Swain, 1995) are reinterpreted as types of mediation in line with a Vygotskian developmental framework (Vygotsky, 1978), resulting in a 3 stage model. This model is assessed through a secondary analysis of an existing case study (Ioup et al., 1994; Schmidt, 1983) and is further illustrated with a hypothetical classroom scenario.
Results. The reanalysis shows that a learner’s creation of self-made tools, rather than merely the amount of exposure, accounts for the differenciation of outcomes among learners who share similar input experiences. The application in the classroom explains a famous teaching sequence as a mediational trajectory.
Conclusion. Assigning the task of detailing observable mechanism to SLA constructs, while giving sociocultural theory role. This addresses the idea that the 2 frameworks can complement one another rather than be in conflict. The impact on teaching and assessment is explored, as well as the obstacles and for future research.
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