S

Sociocultural

Perspectives on SLA

Fariba Chamani, 2015

Content

S Introduction

S Sociocultural theory (SCT)

S Key constructs in SCT

S SCT view of language

S SCT view of language learning

S Methodology of SCT research

S SLA studies based on SCT

S Key issues in SLA: an SCT perspective

Introduction

S Sociocultural SLA draws on the work of Vygotsky (1987),

Leont’ev(1978) and Wertsch (1985).

S Relevance of SCT to SLA has been advocated by Lantolf

and his associates.

S Lantolf and Thorne (2006) have provided the most

substantial theoretical overview of applications of SCT

concepts to SLA.

Sociocultural theory (SCT)

SCT is a constructivist theory that stresses the

interaction of interpersonal (social), cultural–historical,

and individual factors as the key to human

development (Tudge &Scrimsher, 2003). Interactions

with persons in the environment stimulate

developmental processes and foster cognitive growth.

Key points in SCT (Meece, 2002)

S Social interactions are critical; knowledge is constructed between two or more people.

S Self-regulation is developed through internalization (developing an internal representation) of actions and mental operations that occur in social interactions.

S Human development occurs through the cultural transmission of tools (language, symbols).

S Language is the most critical tool that develops from social speech, to private speech, to covert (inner) speech.

Key constructs in sociocultural SLA

S Mediated learning

S ZPD

S Internalization

S Activity theory

Mediated learning

S Mediation = The process through which humans deploy

culturally constructed artefacts, concepts, and activities to

regulate (i.e. gain control over and and transform) the

material world or their own and each other’s social and

mental activity (Lantolf & Thorne, 2006).

S SCT emphasizes the centrality of language as an artefact

for mediating thought. L2 also serves as both the object

of attention and also as a tool for mediating its

acquisition.

Different types of artifacts

S Concrete: Physical (Example: dictionary or hammer)

S Symbolic: Signs (Example: language)

S Internal: planned to be used

S External: employed without forethought

Mediation through social interaction

S In SCT, language learning is dialogic, acquisition occurs inrather than as a result of interaction.

S Scaffolding = The dialogic process by which one speaker assists another in performing a function that he or she cannot perform alone.

S Collaborative dialogue= dialogue in which speakers are engaged in problem solving and knowledge building.

S Instructional conversation= pedagogic interaction that is teacher -led and curricular-goal oriented but is conversational.

Mediation by means of private speech

S Private speech (audible speech not adopted to an addressee) is used for the purpose of self-mediating or language learning/practicing.

S Private speech may be in the forms of imitation, vicarious response, and mental rehearsal.

S Private talk is intended for speaker not the listener so it is not constrained by the same norms that affect social speech.

S Research shows that private speech is able to mediate or assist language learning.

ZPD ( Zone of Proximal Development)

S Classic Vygotskian perspective: views ZPD as the

difference between the learner’s actual developmental

level and the higher level of potential development

(Krashen’s i+I).

S Neo-Vygotskian perspective: does not view ZPD as an

attribute of the learner with relatively fixed dimensions but

rather as task –specific, reciprocal and open-ended, and

thus emergent.

S ZPD is not a place at all; it is an activity.

ZPD explains the following questions about learning:

S Why there are some structures that learners fail to perform no matter

if external mediation is provided (unable to construct ZPD)?

S Why learners are able to perform some structures with others’ help?

S How learners internalize new structures (via appropriating the

structure for which they construct the ZPD with the help of external

mediation)?

ZPD & language learning

Internalization

S Internalization= The process by which a person moves

from object/other regulation to self-regulation.

Object regulation (using dictionary) other regulation

(teacher’s assistance in using dictionary) self-

regulation (being able to use dictionary).

S In SCT, self regulation is achieved through imitation, as

a creative, transformative activity, that arises in and out of

interaction with others.

SCT’s account of Learning & development

S Learning = assisted performance

S Development = self-regulated mental activity that results

from having internalized an assisted performance

S Properly organized learning mental development

Activity Theory

S Activity theory, developed by Leont’ev (1981), suggests

that human development and behavior result from

engagement in activities which are considered to be the

result of the integration of biological and sociocultural

motives.

S Motives stem from an activity system (subjects, objects of

learning, and artifacts) which is influenced by many other

activity systems in the wider sociocultural context.

SCT view of language

S Vygotsky views language as a cultural tool for mediating higher levels of thinking (voluntary attention, intentional memory, logical thought, planning and problem solving), which has been developed and refined in the service of social action and interaction.

S SCT focuses on semantic properties of language rather than its formal properties. It claims that a given form does not have a stable meaning but multiple personal meanings that are constructed through interaction in accordance with the social events they occur.

Mr. Smith pushing a machine across his

lawn

S In reply to a friend’s enquiry regarding what her lazy husband is doing:

Mrs. Smith may respond:

“Mr. Smith is working, he’s mowing the lawn.”

S In reply to Mr. Smith’s friend as to whether Mr. Smith is working that

day

Mrs. Smith may respond:

“Mr. Smith is not working, he’s mowing the

lawn.”

SCT view of language learning

S In SCT, learning is viewed as a socially mediated process taking

place as a result of interaction between the learner and the

sociocultural environment.

S In SCT, language learning involves how to use language to

mediate language learning. This is primarily achieved by means of

verbal interaction which can be monologic or dialogic (Swain,

2000).

S According to SCT, learners are thought to be active meaning-

makers and problem-solvers in their learning process.

Methodology of sociocultural research

Genetic Method

S This method was first used by Vygotsky then by other

sociocultural researchers.

S It examines language in the context rather than in

isolation.

S It focuses on the process of language learning rather its

products.

Different types of genetic method

1. Phylogenesis: Evolution of human species

2. Sociocultural history: Evolution of a particular culture

3. Ontogenesis: Development of an individual over the

course of his/her life (Vygotsky’s & sociocultural SLA)

4. Microgenesis: Development over the course of a

particular interaction in a specific sociocultural setting

(Sociocultural SLA)

Microgenetic method

S Microgenetic method seeks to uncover the stages through

which a learner passes to achieve self regulation (the ability to

control the use of a particular L2 feature).

S Identifying microgenetic growth involves looking for the

evidence of a shift from other-regulated behavior on the part of

the learner to self-regulated behavior.

Key characteristics of Microgenetic

method

S Individuals are observed through a period of change.

S Observations are conducted before, during and after the

period of change.

S Observations during the period of transition are

conducted regularly.

S Observed behaviors are analyzed intensively in order to

identify the processes arise in the developmental change.

SLA studies based on SCT

S Corrective feedback

S Collaborative dialoguing

S Private speech

S Metatalk

S Task versus activity

Key issues in SLA: an SCT

perspective

S Errors

S Acquisitional orders and sequences

S L1 transfer

S Implicit and explicit L2 knowledge

S Motivation

Errors

S Error in mainstream SLA: are indicators of interlanguage

development and also of mental processes involved.

S Errors in SCT: may reflect the forms of private speech

which are different from those of social speech, or they

may reflect the learner’s struggle to self-regulate when

performing a demanding task. So the errors may not

reflect the lack of knowledge but rather the nature of the

specific activity they are engaging with.

Acquisitional orders and sequences

S According to Krashen, we acquire language, as a formal system of rules, in a predictable or natural order, and acquisition goes on exclusively inside the learner’s head, driven by LAD, triggered by exposure to input, however:

S According to Vygotsky, learning originates in social interaction, and development is revolutionary and thus unpredictable. language is also not viewed as a formal system with a priori grammar but as an emergent system comprised of fragments that emerge and are shaped in interaction, thus:

S SCT challenges the universality of the order and sequence of acquisition, as individuals’ experiences will vary.

L1 transfer

S Mainstream SLA: approaches L1 in terms of how the L1

influences interlanguage development.

S SCT: is more concerned with whether learners are able

to make use of the L2 to mediate thinking, and focuses

more on the meaning rather than the form.

Implicit and explicit L2 knowledge

S From an SCT perspective explicit L2 knowledge is

viewed as central.

S L2 learning, at least by adults, involves gradual

internalization of explicit grammatical concepts that

subsequently become automatized.

S Yet, It is not clear whether young children’s L2

development follows a similar pattern.

Motivation

S SCT does not treat motivation as a stable force that

can predict achievement because the learner’s goals are

formed and reformed under specific circumstances.

S SCT views motivation as a socially constructed and

reconstructed tool that mediates learning. Thus it is

both the product of learning and a powerful support for

learning.

References

S Brown, H. D. (2014). Principles of language learning and teaching. New York: Pearson Education, Inc.

S Fahim, M., & Haghani, M. (2012). Sociocultural perspectives on foreign language learning. Journal of Language Teaching and Research, 3(4). 693-699.

S Ellis, R. (2008). The study of second language acquisition. Oxford: Oxford University Press.

S Mitchell, R., Myles, F., Marsden, E. (2013). Second language learning theories. London: Routledge.

S Ortega, L. (2009). Understanding second language acquisition. London: Hodder Education.