Naqli-Aqli Socio-Cultural Instructional Discourse: Characteristics Analysis

Main Article Content

Harison Mohd Sidek
Tun Nur Afizah Ariff Zainal
Hazleena Baharun
Mohd Muzhafar Idrus
Noor Saazai Mat Saad


The purpose of this study was to analyze the characteristics of an instructional discourse within the realm of the socio-cultural theory with the integration of naqli perspectives. A pre-school teacher and a group of pre-school children participated in the study. Real time non-participant observation, field notes and postobservation of the videotaped of the selected conversation were the methods of data collection for the study. The data were analyzed qualitatively using the coding derived the literature review. The data were categorized in three characteristic themes: the interdependence between social and individual processes, co-construction of knowledge and the use of meaningful and purposeful language. The findings show that the selected instructional conversation reflects the characteristics of discourse within the realm of the socio-cultural theory. The implications of the study are discussed within the context of second language teaching.

Article Details

How to Cite
Sidek, H. M., Ariff Zainal, T. N. A., Baharun, H., Idrus, M. M., & Mat Saad, N. S. (2017). Naqli-Aqli Socio-Cultural Instructional Discourse: Characteristics Analysis. Ulum Islamiyyah, 19, 23 - 33. Retrieved from
Author Biography

Harison Mohd Sidek, Faculty of Major Language Studies, Universiti Sains Islam Malaysia



Al-Quran Al-Karim

Atkinson, D. (2002) Toward a sociocognitive approach to second language acquisition. Modern Language Journal, 86, 525-545.

Au, K. H. (1998). Social constructivism and the school literacy learning of students of diverse backgrounds. Journal of Literacy Research, 30, 297–319.

Billet, S. (2006). Relational interdependence between social and individual agency in work and working life. Mind, Culture and Activity, 13(1), 53-69.

Blunden, A. (2014). Collaborative Projects: An Interdisciplinary Study. BRILL. Chi, M. T. H., de Leeuw, N., Chiu, M., & LaVancher, C. (1994). Eliciting self-explanations improves understanding. Cognitive Science, 18, 439-477.

Chomsky, Noam (1965). Aspects of the Theory of Syntax. MIT Press

Daniels, H. (2001). Vygotsky and pedagogy. Routledge: London, UK.

Donato, R. (1994). Collective scaffolding in second language learning. 33-56. In J. P. Lantolf and G. Appel, eds. Vygotskian Approaches to Second Language Research. (pp. 33–56). Norwood, NJ: Ablex.

Ellis, R. (1999). Learning a Second Language Through Interaction. Amsterdam: John Benjamins.

Hall, R. A. (1973). New Ways to Learn a Foreign Language. Ithaca, NY: Spoken Language Services

Halliday, M. A. K. (1971). Linguistic function and literary style: an enquiry into the language of William Golding’s ‘The Inheritors’. In Seymor Chatman (ed), Literary Style. Ed. Seymour Chatman. Oxford: Oxford

Hardin, C., & Higgins, E. T. (1996). Shared reality: How social verification makes the subjective objective? In R. M. Sorrentino & E. T. Higgins (Eds.), Handbook of motivation and cognition: The interpersonal context (Vol. 3). New York: Guildford. Hull, D. M., & Saxon, T. F. (2009). Negotiation of meaning and co-construction of knowledge: An experimental analysis of asynchronous online instruction. Computers & Education, 52(3), 624–639.

Hymes, D. (1972). On communicative competence. In J.B. Pride & J. Holmes (Eds.), Sociolinguistics. Harmondsworth, Middlesex, England: Penguin Books.

Hymes, D.H. (1972). On Communicative Competence In: J.B. Pride and J. Holmes (eds). Sociolinguistics. Selected Readings. Harmondsworth: Penguin, (pp. 269–293). Harmondsworth: Penguin Books.

Kumar, R. (2011). Socially capable conversational agents for multi-party interactive situations. 241 (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (Accession Order No. CMU-LTI-11-013).

Lacoste, Y. (1997). Ibn Khaldun: The Birth of History and the Past of the Third World. London: Verso.

Massip-Bonet, A. & Bastardas-Boada, A. Eds. (2012). Complexity perspectives of language, communication and society. Springer.

Matsuoka, R., & Evans, D. R. (2004). Socio-cognitive approach in second language acquisition research. National College of Nursing, Japan, 3(1).

McLaughlin, S. (1998). Introduction to language development. San Diego, CA: Singular.

Mercer, N. (2004). Socio-cultural discourse analysis: Analyzing classroom talk as a social mode of thinking. Journal of Applied Linguistics, 1(2), 137-168.

Pang, J. X. (2001). A Cognitive Perspective on Second Language Acquisition Process. Journal of Zhejiang University SCIENCE A, 2 (2), 237-240

Reusser, K. (2001). Co-constructivisim in educationan theory and practice. International Encyclopedia of the Social and Behavioral Science, 2058-2062.

Richards, J. C. & Rodgers, T.C. (2001). Approaches and Methods in Language Teaching. Cambridge University Press.

Roschelle, J. (1992). Learning by collaborating: Convergent conceptual change. The Journal of the Learning Sciences, 2(3), 235-276.

Sapir, E. (1921). Language: An Introduction of the Study of Speech. Bibliographic Record. Saxon, T. F. & Hull, M. H. (2009). Negotiation of meaning and co-construction of knowledge: An experimental analysis of asynchronous online instruction. Computers & Education, 52(3), 624-639.

Shirai, Y. (1997). Linguistic theory and research: Implications for second language teaching. In G. R. Tucker & D. Corson (Ed.), The encyclopedia of language and education, Vol. 4: Second language education (pp. 1-9). Dordrecht: Kluwer Academic.

Sunan Ibn e Majah, Book of Sunnah, Hadith no 214, Classified as Sahih By Allama Albani.

Taylor, S. (2001) ‘Locating and Constructing Discourse Analytic Research’ in M. Wetherell, S. Taylor and S. J. Yates, Discourse as Data: A Guide for Analysis. London: Sage Publications. pp. 5–48.

Thorne, S. (2000). Data analysis in qualitative research. Evidence Based Nursing, 3, 68- 70.

Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.

Walker, E. (2010). Automated adaptive support for peer tutoring. (Doctoral dissertation). Retrieved from ProQuest Dissertations and Theses. (Accession Order No. CMUHCII-10- 107).

Wells, G. & Claxton, G. ( 2002). Learning for life in the C21st: Sociocultural perspectives on the future of education (pp. 141-153). Oxford: Blackwell.

Westbury, N. C. & Franken, M. (2013). Co-construction of knowledge in tertiary online setting: An ecology of resource perspective. Instructional Science, 41(1), 147-164.