Abstract:

The purpose of the article is to explore the implications for second language learning and teaching. The new concept of a social-interactive learning leads to a view of learning and teaching which to some extent differs from those in the mainstream SLA literature. The thing is that a highly interactive classroom is a new metaphor that impacts on the way people think and behave. The point of the experiment was to demonstrate that external forms of assistance are decreasing due to the development of ‘legitimate peripheral participation’. Learning of a second language, under the circumstances, can lead to obtaining the necessary language skills for a shorter period. The e-learning classes bring to light important differences between purely instructional talks on the part of the teacher and instructional conversations between teachers and students. Increasing independence in the use of a foreign language through activities allows moving from a focus on form to a focus on meaning and hence societal context participation. The authors’ aim is to provide evidence of a shift away from the so-called ‘acquisition’ metaphor to a new ‘participation’ metaphor. The study examined in this article involves an overt application of activity theory to classroom language learning. It means that overt collaborative verbalization of metacognitive strategies such as predicting, planning, and monitoring can be a more effective means of mediating learning than just instruction in learning strategies alone. Thus, language-learning tasks in the classroom are uniquely situated, emergent interactions based on participants ’goals. The received data provide support for this view.

Keywords:

Social-interactive learning, electronic educational resource, second language learning, legitimate peripheral participation, highly interactive classroom.