پیشرفت جامعه شناختی زبان دوم را با استفاده از سناریوهای استراتژیک به صورت پویا اداره می کند

Grounded in Vygotskian sociocultural theory, this article explores an approach to qualitatively profiling second language sociolinguistic development through dynamically administered strategic interaction scenarios. The approach integrates dynamic assessment principles in order to arrive at a dual evaluation of a learner’s capacities: first, the zone of actual development, as evidenced by independent performance, and second, the zone of proximal development, as evidenced by what a learner is able to achieve with support. A single case analysis of one L2 French learner, Laurie, and her developing control over the variable use of the proclitic negative particle ne in verbal negation (i.e., presence vs. absence of ne) over a six-week period illustrates the approach to profiling L2 sociolinguistic development.