The Contribution of Vygotsky’s Sociocultural Theory in Mediating L2 Knowledge Co-Construction
DOI:
https://doi.org/10.17507/tpls.1210.19Keywords:
interaction, L2 language pedagogy, learning, Sociocultural TheoryAbstract
Vygotsky’s Socio-Cultural Theory (SCT) emphasizes the role of meaningful human interaction as playing an effective role in language learning, especially in L2 development. The aim of this paper is to synthesize the main concepts of SCT and to show how it may help to enhance L2 learning practices. A critical review of Vygotsky’s Socio-Cultural Theory suggests that human mental performance is basically a process arranged by concepts, social objects, and activities. Learning is, then, seen as an interactive process, representing the learner’s final output in practical community. Applying the Socio-Cultural Theory in practice can be the more suitable approach to provide an all-encompassing framework in which L2 learners can be engaged in various collaborative learning activities for L2 language learning. L2 learners' interaction with various language activities seems to have instructional implications on their cognitive progress and consequently, this can reflect positively on their L2 language performance, leading to meaningful and constructivist L2 learning experience. The critical overview of the SCT in this paper recommends encouraging the use of collaborative techniques that integrate both instructors and L2 learners with the socio-cultural norms that can help exploit the full potential for a successful L2 learning experience.
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