Abstract

This study argues for the relevance of a model of social interaction referred to as “motivational dialogue” as proposed by Patyayeva (2012) grounded in the concept of dialogue as proposed by L. S. Vygotsky and M. Bakhtin. The model accounts for two types of motivational dialogue: that which unfolds in social environments between two or more individuals and that which unfolds internally as private or inner speech. In the extension of Patyayeva’s model to L2 teaching and learning situations, as proposed in the present study, two critical concepts of Vygotsky’s theory are also brought into consideration: perezhivanie (the dialectical interaction between emotion and intellect) and the social situation of development (how a particular context is refracted through the personality of an individual who participates in that context. Two examples from the published literature (Matusov 2011) and Lantolf and Genung (2002) are used to illustrate how motivational dialogue might operate in educational settings. The study concludes with several recommendations for how future research might be carried out in L2 settings.

Highlights

  • The purpose of this paper is to explore the implications for second language learning and teaching of the model of motivational dialogue proposed by Patayeva (2012)

  • Patyayeva makes a legitimate case for using Bakhtin and Vygotsky to construct her models of motivational dialogue, the topic I turn to

  • The analysis reported in Lantolf and Genung (2002) was carried out from the macro-perspective of activity theory; in the current analysis I use the micro-level lens offered by motivational dialogue

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Summary

Introduction

The purpose of this paper is to explore the implications for second language learning and teaching of the model of motivational dialogue proposed by Patayeva (2012). Patayeva’s (2012) model, as will be explained later, represents a different approach to motivation, as it assigns a significant role to the interand intra-individual dialogue. Patayeva’s model is based on the role that dialogue plays both in Bakhtin’s and Vygotsky’s respective theories of learning and development. Lantolf and Genung’s study requires a bit of speculation on my part with regard to how both inter- and intra-individual dialogue might have unfolded as a student grappled with what for her was an intolerable learning environment. Lantolf and Genung’s original study is informed by sociocultural and activity theory (SCT), while Matusov’s is framed within Bakhtin’s approach to education and the special importance he assigned to dialogue. My hope is that SCT researchers will find the model sufficiently attractive to undertake empirical studies designed to investigate the full implications of motivational dialogue for L2 learning and education

Preliminaries
Social situation of development
Perezhivanie
Bakhtin and Vygotsky on Dialogue
Models of Motivational Dialogue
Self-control
Inner speech
The model
Discuss
Illustrations of Motivational Models
SMOD and authorial pedagogy
M: Why?
20. Ma: Smiles and nods
SMOD in a second language classroom: failure to motivate
The student
The Chinese course
The beginning of the story and SMOD
From SMOD to SDMOD
Conclusions
Full Text
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