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<p style="text-align: justify;">Ali Panahi and Hassan Mohebbi review James P. Lantolf&rsquo;s 50-years of research in Sociocultural Theory and language-related issues. They read through his whole research works spanning a period of almost 50 years. To accomplish the systematic review, varying procedures were operationalized. All of his research works were first browsed and attempted to be accessed, based on which the objective themes were extracted and James P. Lantolf&rsquo;s overall achievements were represented. Then, on the ground of a subjective framework and impressionistic criteria, some exclusion and inclusion rules were created for the systematic review. Next, the analysis was performed in the light of five components including his research works, theoretical justification, practical justification, micro-themes and macro-themes. In the end, James P. Lantolf provided his personal discussion and reflection on the systematic review.</p>

ltrq.2024.46.22.pdf

Review Article

ltrq.2024.46.22.xml

James Lantolf’s 50-Year Research Contribution to SLA through Sociocultural Theory: A Systematic Review

Guest-editors: 
Mirosław Pawlak, PhD, Adam Mickiewicz University, Poznań, Poland University of Applied Sciences, Konin, Poland
Zhisheng (Edward) Wen, PhD, College of Professional and Continuing Education, The Hong Kong Polytechnic University, China
Hassan Mohebbi, PhD, Independent Researcher, Turkey


Special Issue: In Honour of James P. Lantolf’s Contributions to Sociocultural Theory, Second Language Development and Language Pedagogy

<p style="text-align:justify;">This article provides a theoretical and empirical argument in support of explicit language instruction. It proposes on theoretical grounds that certain features of a language are sufficiently complex and subtle that learners are unlikely to be able to decipher their full conceptual meaning on the basis of exposure alone. It further proposes that the kind of explicit instruction that has been assumed in much of SLA research—based on structural rules of thumb—is inappropriate and that an alternative approach, grounded in principles of sociocultural theory is an effective means of promoting development, which in the theory calls for both explicit conceptual knowledge and extensive and intensive communicative practice. The approach, or model, is referred to as Concept-based Language Instruction (C-BLI). Empirical support for explicit instruction using C-BLI is derived from pedagogical studies using the model. In addition, evidence from L2 neuroscience ERP research is considered as well as evidence from cultural evolution. The principles of C-BLI are compared to those supporting Dynamic Usage-Based instruction which emerges from L2 research informed by Complex Dynamic Systems Theory.</p>

ltrq.2024.39.18.pdf

ltrq.2024.39.18.xml

On the Value of Explicit Instruction: The View from Sociocultural Theory

Guest-editors: 
Zhisheng (Edward) Wen, PhD, College of Professional and Continuing Education, The Hong Kong Polytechnic University, China
Hassan Mohebbi, PhD, Independent Researcher, Turkey




Special Issue: In Honour of Diane Larsen-Freeman’s Contributions to Language Teaching and Second Language Development