Vygotsky’s sociocultural theory AND Conversation analysis and SLA

COMPLETE THE FOLLOWING.

1) Vygotsky claimed that a child's use of tools or signs transforms thinking

and shapes it into new kinds of thought. This idea is central to V's theory, is
similar to Piaget's concepts of assimilation & accommodation; but V's focus
is squarely on 'child-in-context'. True

2) 3 yr. old running commentary. Vygotsky believed this speech actually directs
thoughts and keeps them focused on task at hand 2) 6 yr. old private speech
more subdued and idiosyncratic 3) by 8 yr. old dialogue is internalized
completely/no longer audible True

3) a tool needed to get formal concepts or scientific ones. Used to mediate

a child's own thinking. This is what Vygotsky saw as our most important
tool ____False. While Vygotsky emphasized the importance of tools and signs
in shaping a child's thinking and development, he did not specifically identify a
single tool as the most important. According to Vygotsky's sociocultural
theory, various tools, including cultural artifacts, language, and social
interactions, play a significant role in mediating a child's thinking and
facilitating their cognitive development. These tools help children internalize
and acquire formal concepts and scientific knowledge, but no single tool is
singled out as the most important.

4) B/c children acquire and use tools that are the products of others'
thinking, 'the mind is no longer located entirely inside the head' but is part
of a collective experience. Vygotsky. Went a step beyond Bronfenbrenner's
bioecological model and believed individual could never really be separated
from his/her environment or
culture. _____True_______________________________

5) anything that people used to help them think and learn, such as numbering
or writing systems. The most important tool for V. was language. Vygotsky
stressed that human thinking is mediated by the tools we
use._______True______________________________________
6) His ideas presented as a counterpoint to Piaget's; as if they are in opposing
camps; wasn't about 'stages’; Focused on themes that provide a different
perspective on development; Best known for emphasis on critical role that culture
or society plays in the transmission of knowledge. Which is why his is called
"sociocultural" theory.
_____True_________

7) two kinds account for cognitive development, "sociohistorical" or

cultural; "natural" or coming from within________FALSE. Vygotsky's
sociocultural theory does not propose two separate kinds of cognitive
development labeled as "sociohistorical" and "natural." Rather, Vygotsky
emphasized the role of sociocultural factors in cognitive development.
According to his theory, cognitive development occurs through the
interaction between individuals and their social and cultural environment.
Cultural tools, social interactions, and the transmission of knowledge
within a specific cultural context are seen as crucial influences on
cognitive development. Vygotsky's theory highlights the social and
cultural nature of cognitive development rather than separating it into
distinct categories.

8) signs are shaped & developed by others. I.e. telemarketing stems from the
tool television, which is socially constructed. (Vygotsky) ____ False. The
statement is not directly attributed to Vygotsky. While Vygotsky
emphasized the social and cultural aspects of cognitive development, he
did not specifically discuss telemarketing or the shaping and development
of signs by others in relation to television. The example provided in the
statement seems to be an interpretation or application of sociocultural
theory to the context of telemarketing and television, but it is not a
direct claim made by Vygotsky himself.

9) One of Vygotsky's most influential ideas. Describes a situation where a

learner is able to grasp a concept or perform some skill only w/ support or
scaffolding from s/o else____ True_______________________
10)serves a useful purpose in development; construed as the precursor to
problem-solving, planning ability, & self-control. Eventually becomes
internalized and transforms into inner speech___True_________

11) Comes from egocentric or private speech, is the kind of internal dialogue
that facilitates thinking. ____ True_______________________

12)More advanced thinkers or more capable members of a culture provide

novice learners with this- which enables novices to reach higher levels of
thinking. Serves as a temporary p2rop. Current research supports the
notion of its importance in learning. ___True______________________

13)Has had a major influence on Education b/c of applicability to teaching-

learning process. __True___________________________________

14)Culturally defined concepts. Theme in Vygotsky's Sociocultural theory

is that progress or improvement in thinking is both possible and
desirable. Press towards advanced levels of thinking good for both
individual and society. ___
True________________________________________

15) Pidgin language_____ Pidgin language is a simplified form of communication

used between people who do not share a common language. It has basic
grammar and vocabulary and is used for practical purposes in specific
contexts.

16)Created by Wallace Lambert and is found in stage 3 of acculturation; "to be

in the middle"; feelings of discomfort and uncertainty; loss of identity;
Anomie is the time when a second language increases the most. ____ False,
Vygotsky's sociocultural theory focuses on the role of social interaction,
cultural tools, and the influence of the sociocultural context on cognitive
development. Conversation analysis is a methodological approach used to
 analyze naturally occurring conversations, and SLA refers to the process of
acquiring a second language.__________
17) Fighting back/ rejecting identity space, time, courtesy conversation
analysis:
fighting back/ rejecting identity space: in conversation analysis highlights the
dynamic nature of identity construction and the potential for individuals to challenge
and redefine their identity within social interactions. It emphasizes the agency of
individuals in shaping their own identities and the spaces they occupy in society.
Time: In Vygotsky's theory and conversation analysis, "time" is important in language
learning and communication. It influences development and the organization of
conversation, including turn-taking and the timing of responses. Time plays a crucial
role in shaping language skills and interaction.
courtesy conversation analysis: Courtesy conversation analysis focuses on the study
of politeness and respectful communication within conversations. It examines how
individuals use language and social norms to show politeness, maintain social harmony,
and avoid conflict in their interactions. This analysis helps us understand the
cultural and social aspects of language use and how politeness strategies vary across
different contexts and communities.

18)Schumann's Hypothesis

19)seeing in a new perspective and adapting to a new identity

20) 4 stages of successful acculturation

21) communicative competence

22)representation, instrumental, Regulator, interactional, heuristic,

personal, imaginative

23) CALP

24) corpus linguistics

25) oratorical, Deliberative, consultative, casual, intimate

26) world view- attitude and language

27) Canale and Swain

28) Optimal Distance Model

29) dominance, integration, cohesion, congruence, permanence

30)Bachman

31) register

32) difference between themselves and countrymen

difference between themselves and target culture

difference between countrymen and target culture

33) acceptance of the new culture

II. Circle TRUE or FALSE. When FALSE justify your answer and correct it.

1. Conversation Theory (Experience Theory) → Merrill Swain

Producing language in written and spoken form is necessary for language

development (in addition to receiving language via reading and listening).

Noticing while producing language is one of the keys to students' learning.

Students must learn to produce culturally and sociolinguistically appropriate

utterances in addition to grammatical accuracy in order to more closely resemble
native speakers.

True

False

2. Input Hypothesis (Experience Theory) → Exposure and using the language

Krashen

i + 1 input refers to language input that lies somewhere between too simple and too
complex (a happy medium or "just right" level of input).

There is a difference between acquiring and learning a language.

Explicit knowledge cannot become implicit knowledge.

Second language learning is very different from other types of learning.

Acquisition results from successful interpretation of receptive language skills.

Language learning involves a monitor, which is the cumulative knowledge about the
language.

Motivation level and affective filter have bearing on whether a learner will acquire
a language.
 True False

3. Cognitive Learning Theory → Explicit knowledge can become implicit through

practice

Connecting new info to prior knowledge

Language learning is similar to learning in content areas

Processing info, and controlling the processing through retrieval from memory

Eventually only peripheral focus is needed to produce language.

True

False

4. Output Hypothesis (Experience Theory) → Exposure and using the language

Krashen

i + 1 input refers to language input that lies somewhere between too simple and too
complex (a happy medium or "just right" level of input).

There is a difference between acquiring and learning a language.

Explicit knowledge cannot become implicit knowledge.

Second language learning is very different from other types of learning.

Acquisition results from successful interpretation of receptive language skills.

Language learning involves a monitor, which is the cumulative knowledge about the
language.

Motivation level and affective filter have bearing on whether a learner will acquire
a language.

True

False

5. Critical Period Hypothesis → Consider the learner's first language group and the
target language group in addition to the learner him/herself.
Social and economic contexts of language learning are also considered.

Includes a sub-theory called Acculturation Theory, which proposes that learners

are successful because they are emotionally receptive to language learning and aim
to become a functioning member of the target language group.

The various relationships between the first language group and the target language
culture can be described as social distance.

True

False

6. Sociocultural Perspectives - Sociocultural Theory → Lev Vygotsky

Include aspects of both social and experience theories.

Individual factors and social group factors are considered.

All language is cultural and all language learning is cultural.

Mediation refers to all of the possible tools a learner uses to learn a language.

The zone of proximal development is the "just right" level that the learner
establishes or seeks out to aid in learning the language.

True

False

7. Contrastive Analysis (First Language Theory) → People learn to speak an

additional language by participating in conversations.

Useful learning conversations involve scaffolding, during which a more advanced

speaker aids a less advanced speaker in participating in the conversation.

Both parties in a conversation need to negotiate meaning.

Recasts of mis- or non-comprehended information may be necessary to facilitate

understanding.

True

False

8. Universal Grammar (First Language Theory) → Penfeld & Roberts, Lenneberg

Brain lateralization takes place at the time of puberty, which may lessen flexibility
in the brain, and which may affect learning ability.

The ability to learn a language optimally is limited to a specific period in

development. The area of accent may be particularly affected by the age of the
learner.

True

False

9. Social Theory → Consider the learner's first language group and the target
language group in addition to the learner him/herself.

Social and economic contexts of language learning are also considered.

Includes a sub-theory called Acculturation Theory, which proposes that learners

are successful because they are emotionally receptive to language learning and aim
to become a functioning member of the target language group.

The various relationships between the first language group and the target language
culture can be described as social distance.

True

False

Second Language learning

WRITE THE NAME OF THE TERMS TO COMPLETE.

1) may account for what appear to be bursts of progress, when learners suddenly
seem to 'put it all together', even though they have not had any new instruction
or apparently relevant exposure to the language*may also explain backsliding:
when a systematic aspect of a learner's language incorporates too much or
incorporates the wrong things. U-shaped development
2) Information is best retrieved in situations that are similar to those in which it
was acquired because when we learn something our memories also record aspects
of the context in which it was learned and even the cognitive processes involved in
the way we learned it, for example, by reading it or hearing it.

*hypothesis seems to explain a widely observed phenomenon in 2LL: knowledge that

is acquired mainly in rule learning or drill activities may be easier to access on
tests that resemble the learning activities than in communicative situations. on the
other hand, if learners' attention is drawn to grammatical forms during
communicative activities in which their cognitive resources are occupied with a
focus on meaning, the retrieval of those forms on a grammar test may be more
difficult___Context-dependent learning" and "Cognitive load________________

3) 1.information processing 2.usage- based learning 3.the competition

model 4.language and the brain. ____Cognitive
neuroscience_______________

4)they differ in their hypotheses about how formal instruction or the

availability of feedback will affect learners' knowledge of the second language.

*one suggests that interaction triggers grammar acquisition (acquisition of many

grammatical features of the new language takes place naturally when learners are
engaged in meaningful use of the language

* Others believe that some structures of the first language have equivalents in the
second language when they actually don't.

____ Input-based approaches" and "Transfer-based approaches _____________

5) rejects module hypothesis, but argues that the ability to learn is innate. also
place less importance to the kind of declarative knowledge that characterizes
SKILL LEARNING and traditional STRUCTURE-BASED approaches to 2L
instruction. learners develop a stronger and stronger network of associations or
connections between these features as well as between language features and
the
contexts in which they occur. eventually, the presence of one situational or
linguistic feature will activate the other(s) in the learner's mind.

* some of the evidence for usage-based views comes from how much of the
language we use in ordinary conversation or in particular genres are predictable,
and to a considerable extent based on FORMULAIC UNITS or CHUNKS.
learners generalize and often make over-generalization errors

______Connectionist or Connectionism theory_______________________

6) researchers investigated 2LL as 'skill learning': most learning starts with

DECLARATIVE KNOWLEDGE (knowledge that we are aware of having e.g. grammar
rule), and the hypothesis is that declarative knowledge may become PROCEDURAL
KNOWLEDGE (ability to use the knowledge)

*once skills become automatized, thinking about the declarative knowledge while
trying to perform the skill actually disrupts the smooth performance of it. with
enough practice, procedural knowledge eclipses the declarative knowledge, which,
in time, may be forgotten.

*restructuring and transfer-appropriate processing

___ Proceduralization theory or Skill acquisition theory________________

7) Because language development was viewed as the formation of habits firmed in

the first language and that these habits would interfere with the new ones needed
for the second language. Thus behaviorism was often linked to the contrastive
analysis hypotheses. however, researchers found that many of the errors learners
make are not predictable on the basis of their first language, nor do they always
make the errors that would be predicted by a simple comparison of their first and
second languages= led to the rejection of both CONTRASTIVE ANALYSIS
HYPOTHESIS and BEHAVIORISM
_____Interlanguage theory____________________________________

8) Cognitive psychologists working in an info-processing model of human learning

and performance see 2L acquisition as the building up of knowledge that can
eventually be called on automatically for speaking and understanding. learners at
the earliest stages will tend to use most of their resources to understand the
main
words in a message: may not notice gram. morphemes at first but will gradually
learn them.

Much of what these speakers say is drawn from predictable patterns of lang. that
are at least partly formulaic. fluent speakers use string of words frequently used
together. proficient language users can give their full attention to the overall
meaning of a text or conversation, whereas less proficient learners use more of
their attention on processing the meaning of individual words and the relationships
between them
________Automaticity_____________________________________

9) Chomsky argued that innate knowledge of the principles of Universal Grammar

permits all children to acquire the language of their environment during a critical
period of their development. linguists have argued that Universal Grammar offers
the best perspective from which to understand second language acquisition.
However, although UG may be an appropriate framework for understanding first
language acquisition, it does not offer a good explanation for the acquisition if a
second language, especially by learners who have passed the Critical Period
______Critical Period Hypothesis_________________________________

10) An explanation for both first and second language acquisition that takes into
account not only language form but also language meaning and language use.
speakers come to understand how to use 'cues' that signal specific functions.
According to the competition node, 2LL requires that learners lean the relative
importance of the different cues appropriate in the language they are
learning*language learning involves the discovery, categorization, and
determination of patterns through the use of language
_________ Usage-based approach" or "Constructionist approach _________

11) cognitive and developmental psychologists argue that there is no need to

hypothesize that humans have a language-specific module in the brain or that
acquisition and learning are distinct mental processes. intact perspective is missing
something. From cognitive psychology perspective, first and second language
acquisition are seen as drawing on the same processes of perception, memory,
categorization, and generalization.

___Unified perspective or Unified approach__________________________

12) hypothesis by Krashen based on Chomsky’s theory about 2nd language
acquisition. challenged by other researchers and theorists. Moved structured
based to language focused on meaning (communicative language teaching,
immersion, content- base, and task- based learning. studies also show that student
can learn by themselves
_______Input Hypothesis___________________________________

13) 5 hypothesis

1. acquisition/ learning hypothesis: language acquired as we are exposed to samples

that we understand

2. monitor hypothesis: 2L users draw on what they have acquired when they
engage in spontaneous communication

3. natural order hypothesis: 2L acquisition in predictable sequences

4. comprehensible input hypothesis: comprehensible language and i+L

5. Affective filter hypothesis: some people who are exposed to large quantities
of comprehensible input don't acquire language successfully

__1- Acquisition/Learning Hypothesis, 2- Monitor Hypothesis, 3-Natural Order

Hypothesis, 4- Comprehensible Input Hypothesis, 5- Affective Filter
Hypothesis__________________________________________

14) Word order, grammatical markers, and the anomaly of the nouns in
the sentence
 Word order: Refers to the arrangement of words in a sentence,
which can vary across languages and play a role in conveying
meaning and grammatical relationships.

 Grammatical markers: Refers to linguistic elements, such as

inflections, articles, prepositions, and conjunctions, that convey
grammatical information and help establish the structure and
meaning of a sentence.

 Anomaly of the nouns: Refers to situations where nouns in a

sentence deviate from the expected or typical patterns, such as
 unusual or unexpected usage, ambiguous reference, or violations
of grammatical agreement.
15) questions investigated include whether first and second languages are acquired
and represented in the same areas of the brain and whether the brain processes
second language input differently from first language input. brain processes 2L
input differently from 1L input, but research show activation in the same neural
areas that are activated for L1 processing but also activation in other areas of the
brain, but this is not the case with young learners who show activation only in the
areas for L1 processing. there is evidence that semantic processes are the first to
look more like L1 processing patterns followed by syntactic processes as
proficiency in the L2 increases. * limited research that has been conducted has
produced mixed findings; therefore, any implications of language and brain research for
second language teaching are premature

____ Language and Brain Research____________________________

16) Probes what learners know about the language rather than observations of
natural language use.
______Grammaticality judgments________________________________

17) Perspective that places second language acquisition in a larger social context
_____Sociocultural perspective" or "Social context perspective______

18) the implication is that knowledge of UG must be available to second language

learners as well as to first language learners. some theorists claim that the
nature and availability of UG are the same in first and second language acquisition.
others argue that UG may be present and available to second language learners,
but that its exact nature has been altered by the acquisition of another language.
___Universal Grammar (UG)__________________________________

19) 1. Increase student's motivation to learn the language, make

environment familiar.

2. Avoid or resolve cultural conflicts. Help students out of culture shock and into
recovery moving towards acculturation.

3. Teach characteristics of culture: verbal/non-verbal communication, food, time,

relationships, values/norms, sense of self and space, beliefs/attitudes,
hygiene/health, so student will fit in comfortably in new culture.

____1- motivation, 2- Intercultural competence, 3- Cultural competence._____

20) the cognitive and affective proximity of two cultures that come into
contact within an individual
____ Intercultural proximity" or "Cultural proximity____________________

21) BICS____Basic Interpersonal Communication Skills_____________________

22) Describe the differences between BICS and CALP.

Basic Interpersonal Communication Skills (BICS) It refers to the everyday language

skills that are used in social interactions and informal conversations. BICS involve the
ability to understand and communicate in familiar contexts, such as in everyday
conversations with friends, family members, or peers. These skills are typically
acquired relatively quickly and are used in face-to-face communication. BICS are
different from CALP (Cognitive Academic Language Proficiency), which refers to the
more formal and academic language skills required for learning and understanding
complex subject matters in educational settings.