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According to the text,
Vygotsky considers two different levels in children's development. The first one is the complex psychological function which is the result of the development/learning process already done. And the second one represents the improvement in children's complex psychological function, which is given to them through mediation in the teaching/learning process.
These two levels of development are respectively:
According to Silva (Silva, T. 1991) there are at least four central approaches in Second Language writing instruction. These approaches are:
The approach considers revision fundamental to the process of writing. It is recursive and consists of various changes performed in a written text while it is being written or after it. These are characteristics of:
Write (1) for the actions with communicative characteristics, and (2) for the actions with non-communicative characteristics.
"The Western World gave its contribution to the learning process proposing that learning is first socially established and apprehended through social interaction by the individual learner" (in Bohn, H., 2001). Bohn is stating a proposition made by:
Cognitive abilities, tactics, techniques, language processing, conscious plans, and problem solving procedures are terms related to:
Two complementary modes compose classroom interaction: One refers to talk with a pedagogical formal language goal. The other mode refers to talk without a pedagogical formal language goal. They are not static, there can be an overlapping between them. These two modes are called respectively:
The following are examples of basic reading strategies:
Guessing the appropriate meaning by using clues from the surrounding context and using a dictionary to get detailed sense of what individual words mean are reading strategies which can be used when:
