Interface between L2 learners’ pragmatic performance, language proficiency, and individual/group ZPD

Abstract

One of the theories accounting for pragmatic development of L2 learners is Vygotsky's (1978) <br />sociocultural theory. This study investigated the development of EFL learners' pragmatic <br />competence through the lens of an important concept of Vygotsky's theory, i.e. the zone of <br />proximal development. The study was conducted to answer two questions. The first question <br />was whether the amount of scaffolding provided to EFL learners would have any relationship <br />with their proficiency level. The second question was focused on the investigation of the <br />relationship between learners' individual ZPDs and the group ZPD. To this end, 20 EFL <br />learners at low vs. high proficiency levels were selected and assigned randomly into two <br />groups. Both groups received ZPD-sensitive instruction to produce the two speech acts of <br />request and apology. The findings indicated no significant relationship between the proficiency <br />level of the participants and the amount of scaffolding given for the production of the two <br />speech acts. However, the findings revealed certain relationship between participants' <br />individual ZPDs and their group ZPD. This study suggests that EFL learners' general language <br />proficiency has little impact on the development of their pragmatic competence. Besides, based <br />on the findings, scaffolding seems to have learner-specific effects, meaning that each learner <br />may need a specific amount of scaffolding for his/her ZPD to grow despite being in the same <br />group ZPD.