Abstract
In this paper we provide empirical support from L 2 learning for Vygotsky's claim that development and performance in mental systems is not a smooth linear process, but simultaneously entails forward movement and regression, or what some L 2 researchers refer to as backsliding. After considering the specifics of Vygotsky's argument, we show that because learning arises in “zones of proximal development”, regression is manifested not only in the linguistic features of the second language produced by learners, but also in the frequency and quality of help as other-regulation negotiated between learners and experts. Although other L 2 researchers have recognized the appearance of regression among learners, we propose a different theoretical status for the phenomenon than is currently the case.
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