Abstract
an important factor in second language (L2) acquisition (9; 17).1 Research has focused on several variables of interaction: task type (13), teacher participation (27), nature of input (17), and negotiation strategies (22). Some recent studies (1; 2; 19; 26), however, have pointed out the need to look at the social relationships that characterize learner/learner and teacher/ learner L2 discourse and how these might affect the learning of the L2. We believe that Vygotskyan psycholinguistics (19; 20; 30; 36; 38; 39), a theoretical framework originated by the work of Russian psychologist Lev Vygotsky (34; 35), offers an ideal model for studying the interrelatedness of the social and cognitive aspects of interactive discourse. We are particularly interested in applying a Vygotskyan socialcognitive2 perspective to the analysis of interaction during peer revision in the L2 writing classroom.
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