Abstract
This study examines interactions in non-English major large classes in Vietnam. Audio recordings of classes of economics and business were used for data analysis. The study adopted sociocultural discourse analysis (Mercer, 2004) which focuses on the use of language as a social mode of thinking and a tool for teaching-and-learning, constructing knowledge, creating joint understanding and tackling problems collaboratively. The findings show that teachers mediated learners with their prompts, questions and scaffolding. Interactions between teachers and students assisted students in understanding and building concepts related to their majors, learning English language expressions and vocabulary.
Highlights
IntroductionSociocultural theory was developed by Vygotsky and his colleagues (Lantolf, 2000)
1.1 Interactions in Sociocultural TheorySociocultural theory was developed by Vygotsky and his colleagues (Lantolf, 2000)
This study examines interactions in non-English major large classes in Vietnam
Summary
Sociocultural theory was developed by Vygotsky and his colleagues (Lantolf, 2000). 148) and that one’s cognitive development is socially and culturally created. The individual and the social were “conceived of as mutually constitutive elements of a single interacting system” In this sense, sociocultural theory emphasizes classroom interactions since “through socially mediated activities and the eventual individual(s)-acting-with-mediational means, the social and individual planes of human psychological activity are interwoven” Learners first succeed in performing a new task with the help of another person and internalise this task so that they can perform it on their own. Gibbons (2003) point out that teachers, through their interactions with students, mediate between the students’ current linguistic levels in English and their commonsense understandings of science, on the one hand, and the educational discourse and specialist understandings of the subject, on the other
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