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Acknowledgements
Chapter One Introduction
1.1 Objectives and Significance of the study
1.2 Layout of the thesis
Chapter Two The Cognitive Constructivist Approach to Second Language Acquisition
2.1 Jean Piaget's Theory
2.2 Jerome Bruner's Theory
2.3 George Kelly's Theory
Chapter Three Social Interaction Theory and Second Language Acquisition
3.1 Lev Vygotsky's Sociocultural Theory
3.1.1 Mediation Theory
3.1.2 The Zone of Proximal Development
3.1.3 Activity Theory
3.2 Mikhail Bakhtin's Dialogical View on Language
3.2.1 The Characteristics of Utterance
3.2.2 Speech Genres
3.2.3 Dialogized Heteroglossia
3.3 Reuven Feuerstein's theory
3.3.1 Mediated Learning Experience (MLE)
3.3.2 Structural Cognitive Modifiability (SCM)
3.3.3 Instrumental Enrichment (IE)
Chapter Four An Introduction to a Dialogical Constructivist Approach to Second Language Acquisition
4.1 Williams and Burden's Social Constructivist Approach to SLA
4.1.1 On Teacher
4.1.2 On Learner
4.1.3 On Task
4.1.4 On Context
4.2 Marysia Johnson's Dialogically Based Approach to SLA
4.2.1 Localized Active Participation
4.2.2 Implications for SLA Teaching and Testing
4.3 An Introduction to a Dialogical Constructivist Model of SLA
4.3.1 Limitations of Williams and Burden's Model
4.3.2 Limitations of Johnson's Model
4.3.3 An Introduction to a Dialogical Constructivist Model
4.3.4 Implications for SLA Teaching
Chapter Five Conclusions
References