The L2 field has seen recurrent calls for pedagogical approaches that, on the one hand, emphasize learner communicative needs as a starting point, and that, on the other hand, reexamine the importance of dialogic support offered to learners as they employ instructional materials during authentic tasks. Particular attention has been paid to overcoming this methodological gap within the L2 Vygotskian tradition, particularly through concept-based approaches. More recently, Poehner & Infante, 2015, Poehner & Infante, 2017 have proposed Mediated Development (MD), a framework for guiding dialogic interaction with learners intended to render concept-based instructional materials as cognitive tools to regulate learner L2 use. The present paper extends this work by examining a particular aspect of learner development: self-generated representations of an abstract linguistic concept. Analysis of recorded and transcribed interactions between a mediator and secondary school and university ESL learners reveals how modeling and controlled practice activities of the instructional materials, informed by the MD framework, were critical to participant ability to create original conceptual representations of the English tense-aspect system that elaborated the concepts presented by the mediator. We discuss this finding in relation to Newman and Holzman's (1993) proposal of tool-and-result as a Vygotskian methodology.

L2领域反复出现了对教学方法的呼吁，一方面强调学习者的交流需求作为出发点，另一方面又重新考虑了为学习者提供对话支持的重要性，因为他们在真实的过程中使用教学材料任务。已经特别注意克服L2 Vygotskian传统中的这种方法上的差距，特别是通过基于概念的方法。最近，Poehner＆Infante，2015，Poehner＆Infante，2017提出了Mediated Development（MD），这是一个指导与学习者进行对话互动的框架，旨在将基于概念的教学材料作为调节学习者L2使用的认知工具。本文通过考察学习者发展的特定方面来扩展这项工作：自我生成的抽象语言概念的表示形式。通过对调解员与中学和大学ESL学习者之间记录和转录的互动进行的分析表明，在MD框架的指导下，教学材料的建模和受控实践活动对于参与者创建英语时态的原始概念表示的能力至关重要该系统阐述了调解员提出的概念。我们结合纽曼和霍尔兹曼（1993）关于工具和结果作为维果斯基方法论的提议来讨论这一发现。MD框架所提供的信息，对于参与者创建英语时态系统的原始概念表示（阐述中介者提出的概念）的能力至关重要。我们结合纽曼和霍尔兹曼（1993）关于工具和结果作为维果斯基方法论的提议来讨论这一发现。MD框架所提供的信息，对于参与者创建英语时态系统的原始概念表示（阐述中介者提出的概念）的能力至关重要。我们结合纽曼和霍尔兹曼（1993）关于工具和结果作为维果斯基方法论的提议来讨论这一发现。