General genetic law

-Janet’s law-“We become ourselves

through others”

Indexicality out of meaning co-construction

• Wells’ example of ‘development of indexicality’

• The rationale lies not in the activity as such but in the process of intention sharing (co-construction of meaning)

• The direction goes from concrete roles dominance to abstract meaning dominance

Empirical study 1;how different type of play

create crisis • Micro genetic evidence• Same children-different play

speaker talk  

지선 What's your name? independent initiate

은민 My name is 박은민 . What's your name 파란색 (blue) T-shirt? response. Initiate

광일 My name is 광일 . How are you? response. Initiate

한울 I'm fine.  You are? response. Bound initiate

광일 I'm tired response

은민 Why? bound initiate

광일 Because eleven at sleeping response

광일 How about you? bound initiate

한울 Because I'm sleep twelve O'clock.. response

광일  You are fine 이래매~(laugh) bound response

Role play data

Rule play dataspeaker talk  

은민 School 교재원  flower 심는 거 재미있었어 ?independent

exchange initiate

광일 Yes. It was great.independent

exchange response

광일 How about you? bound initiate

은민 뭐라고 ?(What?) bound response

광일 How about you? bound response

은민 몰라 몰라 .(dunno, dunno.)bound follow up

treated as bound initiate

광일 너 어땠냐고 , 너 . (how about you, you.) bound response

은민Good good good very very good good. I three.

맹희연과 함께 three flower 심었다 . (I planted three flowers with 맹희연 )

response

How relations between roles and rules change?

• Vygotsky; Ontogenetic explication• Just like child’s dominant action get implici

t when the originally peripheral ‘meaning’ get prevailing

• Play war ⇒ chess

Empirical study 2;How personal point of view

turn into other’s point of view• A 저 바다를 보면 왕자는 기분이 좋을까 슬플까 (When he see

s that ocean, is does the prince feel good or bad?)• TY 슬퍼요 (He’s sad.)• A 불가사리가 좋아요 ? (He likes the Pulgasari?)• TY 네 (Yes.)• A 왜요 ? (Why?)• TY 살아났으니까요 (Because it saved his life.)• A 불가사리는 착해요 나빠요 ? (So is the Pulgasari good or evi

l?)• TY 착해요 (He’s good.)• A 왜요 ? (Why?)• TY 사람들을 도와줬으니까요 (Because he helps people, you kn

ow!)

Morality Without Questions• A 사람들 뭐 하고 있어요 ? [observer] (What are the people doi

ng?)• TY 춤 추구요 , 밥 먹구요 [observer] (They are dancing, and eati

ng)• A 또 [observer] (And?)• TY 신나하고 있어요 [character] (They are excited.)• A TY 이 이건 뭐 먹는 줄 알아 ? [observer] (TY, can you guess

what they are eating?)• TY 풀 ? [observer] (Grass?) 어떻게 해… [reader/viewer] (How c

an they do that?)• TY 왜 물에서 자요 ? [reader/viewer] (Why are they sleeping in t

he water?)• A 집도 없고 , 그치 ? [character] (They don’t have any house, d

o they?)• TY 그래서 물 안에서 자나 ? [character] (Is that why they sleep i

n the water?)• A 응 , 동굴 . [observer] (Yeah, in a cave.)• TY 어떻게 해 . 우리는 여기서 편안히 지내는데… [reader/view

er] (How can that be? And here we are, living so comfortably!)

Speculation-How foreign language learning

creates ZPD

• By putting the end point of mother tongue learning to the forefront and (almost) starting point to the end.

• (learning leads development)

Application-explicating development of

speech

• Infancy – Peripheral status• Early childhood – central• School age - Peripheral