Imitation has often been one of the vehicles used in second language (L2) acquisition particularly among young L2 learners. Prior to the emergence of the Vygotskyan socio-cultural notion, imitation was confined to the behaviorist and cognitivist views. However, recent socio-cultural paradigm has included the context as part of a process in which L2 learners may develop their L2 semantic, syntactic, and lexical acquisition via interactive imitation. The case study presented in this book sets as an example of the case of how an L2 learner might be able to develop the target language via interactive imitation.
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