Hua Liu Charlotte. Vygotsky's psycho-semiotics: Theories, instrument and interpretive analyses

Peter Lang, 2011. — xiii, 235 pages. — ISBN: 978-3-0343-0518-1; ISBN: 978-3-0351-0219-2.Reviewing and elaborating L. S. Vygotsky's view of language mediated development, this work presents an extension of the Russian thinker's developmental psycho-semiotics to an educational psycho-semiotics. Interpreting original discussions of tool-mediation as developmental mechanism, this book addresses the question of what occurs in the interpersonal environment that enables the internalisation of tool and the development of thinking. Filling in a gap in Vygotsky's theoretical framework, it discusses in detail inter-psychological processes as the social origins of changes in the intra-psychological domain.Besides theoretical descriptions, this book also offers an original instrument for educational research or practitioners' reflection of micro-genetic processes of interaction and change. This instrument is then applied in interpretive analyses of real-life classroom exchanges.Epistemological Contexts
Speech and Thinking
Unconsciousness in Ontogenesis
Consciousness and Unconsciousness in Speech
The Problem of the Social Environment
Intrapsychology and Psychological Structure of semiotics
Language as Symbols
Inner Speech as Intrapsychological Interaction
Predicativity in Inner and External Speech
Interpsychological Interaction
Apperception and Learning
Apperceptive Socialisation
Projection in Social Interaction
Proleptic Teaching
Classroom Psycho-Semiotics
Structure of Task and Participation (Structural Dimension)
Functional Systematicity of Conceptual Teaching (Conceptual Dimension)
A. Generality and generalisation
B. Intertextuality and tension
Interpsychological Encounter (Social Dimension)
Internal Order of Interaction (Historical Dimension)
L2 Education From a Vygotskyan Perspective
An Alternative Position of Language Education
Conceptual Instructions in Language Education
Scientific and Spontaneous Concepts
Vygotsky’s Additional Language Education Theories
‘Scientific Concept’ Extended
A Heuristic Instrument
The Instrument
Methodological Connections
Interpretative Analyses
Curriculum Backgrounds
Microgenetic Analyses of Classroom Interaction
Discussions
Summary of Research and Findings
Discussions
Limitations and Future Directions
A Note on Research Methods
An Equation between Two Unknowns
Heuristic Research
Participants and Data Collection