WHY I+1 IS NOT THE ZPD: REASSESSING INPUT-BASED AND SOCIOCULTURAL ACCOUNTS OF EFL DEVELOPMENT

Аннотация

Input-based theories of second language acquisition (SLA) and Vygotskian sociocultural theory (SCT) explain similar phenomena using different conceptual frameworks. While the former provides an account of the psycholinguistic dimensions of language learning, the latter emphasizes its social and developmental dimensions. An effective teacher should be able to draw on insights from both perspectives. Kinginger (2001) demonstrated that Krashen’s i+1 and Vygotsky’s Zone of Proximal Development (ZPD) represent fundamentally different interpretations of language learning and cannot be treated as compatible concepts. This article takes this theoretical conflict seriously while exploring how insights from both traditions can be brought together to develop a more effective framework for ESL teachers. The observable mechanisms through which learners engage with language are described in terms of input, negotiated interaction, and pushed output. The two traditions differ fundamentally in their definitions of the mind and their explanations of how development occurs. This article revisits this theoretical conflict for an ESL audience by summarizing the key points of difference between the ZPD and the Input Hypothesis. It also examines why the narrative that the two theories are complementary has remained so influential in teacher-preparation programs despite their theoretical differences. The article argues that the solution lies in an integrated approach to classroom practice that draws on both traditions while preserving their fundamental theoretical distinctions.