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ERIC Number: ED332219
Record Type: RIE
Publication Date: 1991-Mar
Pages: 17
Abstractor: N/A
Reference Count: N/A
Revisioning Vygotsky.
Capps, Douglas
To clarify the relevance of Russian psychologist, literary critic, philologist, and educational theorist Lev S. Vygotsky's research to composition theory necessitates an examination of his account of the development of inner and oral speech. Vygotsky argued that the acquisition and development of oral speech is due to its function: it is primarily a means of social contact that develops to serve real and immediate needs. Oral speech continues to develop because the motivation for its use remains. By contrast to the unconscious development of oral speech, written language skills require formal training, concentration, and effort. Although children possess a substantial vocabulary and basic knowledge of grammatical structures, they have difficulty with written speech because it requires mastery of technical skills unrelated to oral skills. Vygotsky considers writing to be a difficult skill to acquire because it requires: (1) unique technical elements; (2) abstract thought; (3) deliberate and conscious effort; (4) a more complete linguistic structure than inner and oral speech; and (5) a syntax opposite that of inner speech on which its production depends. The contemporary focus on writing processes downplays the issue of meaning. Until meaningful forms of social written communication are widely entrenched, educators must strive to approximate a nurturing environment for the act of writing. (SG)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Composition Theory; Purpose (Composition); Vygotsky (Lev S)
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (42nd, Boston, MA, March 21-23, 1991).