Abstract
This study investigated the developmental process from "univocal" learning to "multivocal" understanding of concepts
from the standpoint of the theories of M. M. Bakhtin and L. S. Vygotsky. Study 1 examined the meta-cognition of
learners who used univocal concept learning. The results revealed that these learners had meta-cognition by which it
was expected that multivocal interpretation of the concept would occur in the near future, by continuation of univocal
learning. Study 2 examined whether learners who used univocal concept learning could develop their multivocal
understanding by participating in classroom activities. It clarified that they gradually interpreted the connection
between their concept and everyday experience by using various concepts gained during univocal learning. The study
shows that the developmental processes "univocality" and "multivocality" are intertwined.
