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Social Learning Theories ofVygotsky and Bandura

Applied Linguistics

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Vygotskys Social Constructivist

TheoryEmphasizes the influences of culturaland social contets in learning

Supports a discovery model oflearning

Teacher has active role

Students mental a!ilities developnaturally through paths of discovery

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Vygotskys Assumptions

"aking "eaning# The community plays acentral role$ and people around the student

greatly affect his%her &orldvie&Tools for Cognitive 'evelopment# includingimportant adults to the student$ culture andlanguage

(lay is very important activity for learning$ asit leads to a!stract thought$ &hich later leadto higher mental functionsLearning takes place &hen meaningful$

appropriate situations are provided

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)one of (roimal 'evelopment

(ro!lem Solving Skills'etermined !y those skillsor tasks performed

independently !y thestudentThose that cannot !eperformed even &ith help

Those that fall !et&eenthe t&o etremes$ thetasks that can !eperformed &ith help fromothers

This conceptcan ena!le theteacher to help

the child o!tainhis%her optimumlevel*

Theoretically$the child &ith alarger zone ofproimaldevelopment &illdo much !etter in

school

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Banduras Behavior "odeling

TheoryAgreed that environment causes !ehavior$!ut !elieved that !ehavior also causes

environment# +reciprocal determinism,Believed that environment$ !ehavior and thepersons psychological processes$ -includingimagery and language. &ere interconnected

and created learning"odeling occurs &hen !ehaviors of othersare o!served and imitated* /e&ard orpunishment directly influences learning

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Steps in the "odeling (rocess

Attention

/etention/eproduction

"otivation

Self#regulation

Social learning theory isthe vie& of

psychologists &hoemphasize !ehavior$environment andcognition as the keyfactors in development*

Bandura addedimportant psychologicalprocesses to his socialcognitive theory

(erformance

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0mplications for Teaching

Teachers facilitatean understanding of

ho& children andadults learn and&hat psychological $environmental or

cognitive factorscan !e addressedfor optimumlearning

1eed activity#!asedideas and methods&hich are meaningful in

the contet of thelearner2!servational learning$or modeling !y the

teacher or peers canaffect !ehaviorAction#oriented$pro!lem#solvingapproach is used

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/eferences

(ersonality Theories 3e! page retrieved 4#54#65 athttp7%%&&&*ship*edu%8cg!oeree%!andura*html

Vygotskys Cultural%Cognitive Theory of 'evelopment 3e! page

retrieved 4#54#69 athttp7%%faculty&e!*cortland*ed%8A1'E/S"'%V:;*htmlSocial Learning Theory 3e! page retrieved 4#54#65

http7%%&&&*criminology*fsu*edu%crimtheory%!andura*htmlAleander$ L*"* -566