Application of Mediation Theory to Language Teaching Activities - Essay Example

In mediation theory, the environment is taken as the source of knowledge that stimulates a response as the learning outcomes in the learner with the intervention of the mediator. The mediator’s role is paramount in this learning process while the learners’ role is more passive.

Mediation theory holds that learning takes place as a result of interaction and association between a stimulus and response.  The learner gets their knowledge from their external environment known as the stimulus through the mediating agents which could be teachers, caregivers, or parents in order to trigger a response which is the intended knowledge. The mediating agents intervene between the learners, the stimulus, and the manifested response so as to interpret, control, expound and strengthen the learning experience of the learners (Feuerstein, 1980, 15-16).

The theory was put forward by two theories; Feuerstein’s theory of Mediated Learning Experience and Vogotskian sociocultural theory which advocates for the significant role played by the sociocultural forces and the environment of learners in the development of the learners holistically and also in learning. Mediated learning is not planned as it occurs naturally and instantaneously when a child interacts with their parents or teachers in their environment

Mediation theory is criticized for placing a huge responsibility on the adults as mediating agents for the learning process and the growth of a child but presents the child to play a very passive role in the process.

The benefit of this theory is that they provide a learner with an opportunity of becoming responsible individually through connection, ordering, and management of the knowledge that has been gained in the learning process. The activity of a learner is also very important to ensure that he grasps the response and employs it to gains more insights on their own developments and organization of knowledge which shapes their lives (Rhodes, 1987:59).

There are twelve features of mediation theory. Three of them are essential and apply to all learning situations while the other nine are situation-specific. The three universal features are shared intention, significance, and transcendence. The other nine features are a sense of competence, control of behavior, goal setting, challenge, an awareness of change, belief in positive outcomes, a spirit of Sharing, individuality, and a sense of belonging. Mediation theory helps the learner achieve all the features of a learner with the help of the teachers.

In the application of mediation theory to language teaching activities, the learner interacts with the learning environment with the help of a language instructor who plays the role of the mediator. The language instructor provides a meaningful language learning context that motivates the learners to attend the language classes, learn to develop their knowledge individually and collectively to grasp the knowledge. Allowing the learner to contribute in the language learning situation helps the learner to develop into responsible, competent, independent, and optimistic in positive outcomes in their learning.