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This study investigates learner‐centered and teacher‐centered discourse in interactive exchanges between teachers and learners in the second language (L2) classroom. The analysis of interaction shows that learner‐centered discourse provides opportunities for negotiation (of form, content, and classroom rules of behavior), which creates an environment favorable to L2 learning. In contrast, teacher‐centered discourse is shown to provide rare opportunities for negotiation. Placing the analysis within the context of the role of discourse in the mediation of cognitive development, a central point in sociocultural theory, this study demonstrates that when learners are engaged in negotiation, language is used to serve the functions of scaffolding (Wood, Bruner, & Ross, 1976) and to provide effective assistance as learners progress in the zone of proximal development (Vygotsky, 1978). The analysis presented here attempts to show how various communicative moves and linguistic forms are deployed to achieve these functions.
Marta Antón (1999) studied this question.