Abstract
From the perspective of Vygotskian sociocultural theory, this study investigates the process in which a non-native speaker (NNS) learns the distinctive use of English articles in grammar with the assistance of a native speaker (NS) of English. Over three months, two participants developed an instructional dialogue through a social network service. The research questions are as follows: (1) How does an interaction with the NS mediate the NNS to have language awareness (LA) of definite/indefinite articles in English? (2) How are the agencies of being a learner and a teacher developed in the process of instructional dialogue? For the purpose of data triangulation, semi-structured interviews with the NS, the NNS learning diary, and the transcription of discourse data were collected and analyzed in accordance with a qualitative research frame. The results indicate that (1) the NNS’s language awareness on articles was developed within the zone of proximal development; and (2) the learner and teacher agencies were manifested and negotiated through the instructional dialogue.
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