A discussion of Vygotsky's theory of the "Zone of Proximal Development" opens this chapter, where his belief that "learning itself is a dynamic social process though which the teacher iin a disalogue with a sutdent can foucs on emergin gskills and abilities". This seems especailly relevent to second language instruction where simply from the dialogue, learning is occuring. (See the influence in i + 1 [Krashen].)
At one piont , Richard-Amato notes the way in which in first LA, any utterance is reason for celebration. Similary in L2 acquisition, correction of content and not form is the emphasis. I think this can go a long way in providing correction without necesarily influencing the learner's affective filter, helping him or her build confidence. The learner is still recieving useful input, in hearing the teacher correctly model the phrase or sentence.
Again, in this chapter, we see the focus on communication as the means by which the learner acquires grammar understanding. A hypothetical conversation illustrates the way in which the teacher simultaneously stretches (i + 1/ZPD) and scaffolds the learner.
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