Collaborative L2 Interactivity in Diverse ZPD-Based Proximal Contexts and Interactional Competence Development

Central to vygotsky-inspired sociocultural theory (sct) is the notion of zone of proximal development (zpd) seen by several sla researchers as a very useful framework within which l2 teaching and learning can take place. van lier (2004) argues that the zpd could be activated in diverse proximal contexts (pcs) and is not limited to the expert-novice scenario. this study probed whether iranian efl learners' collaborative task performance within different zpd-based pcs results in theirdevelopment of interactional competence (ic). young's (2011) ic model was used for constructing and developing an ic test (ict) which was used at the pre-test and post-test times. three intact efl listening-speaking classes at a university at southwest of iran were randomly assigned to the expertnovice, equal peers, and control (non-zpd) conditions. the coconstructed interactions of the groups in (a)symmetrical zpdbased conditions were audio-recorded and further analyzed for traces of participants' l2 ic development. a triangulation (quantitative and micro-genetic) approach was adopted analyzing the data. the results showed that whereas both the zpd groups (equal-peers and expert-novice) outperformed the non-zpd group on the ic posttests, no statistically significantdifference was found between participants' ic development in symmetrical and asymmetrical zpd-based pcs. further, the micro-genetic analysis of the zpd groups' interactions demonstrated how participation and activity in different pcs can effectively trigger awareness of mechanisms and norms of l2 spoken interaction and, in turn, result in ic development. the findings point to the applicability of diverse zpd-adjusted pcs, composed of equal or unequal participants, in efl classrooms and also the efficacy of zpd-based interactive scenarios for students' development of ic in a secondlanguage.