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Sociocultural Perspective

A presentation about Vygotsky's sociocultural perspective

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Martina Telleri
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26 views10 pages

Sociocultural Perspective

A presentation about Vygotsky's sociocultural perspective

Uploaded by

Martina Telleri
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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the

sociocultural

Chapter 2: Explaining second language learning


How Languages are Learned - Lightbrown & Spada
“Thought and Language” (1934)
Pedagogue

Russian 1896 - 1934

lev vygotsky
Teacher
He wrote 180
titles but 80 Psychologist
Philosopher
haven’t been
published
psychological COGNITIVE
theories DEVELOPMENT
(example: PIAGET’S) (and also LANGUAGE)

COGNITIVE
DEVELOPMENT
as a result of
internal biological
SOCIAL
processes INTERACTION
rwoven
THINKING people can gain
te

control over their


y in
tightl

mediated by mental processes


by internalizing
what others say
SPEAKING to them and vice
versa
writing
so
LEARNER MORE

c
KNOWLEDGEABLE

ia
OTHER (MKO)

l
in
te
r
a
c
co-constructs knowledge

t
io
in collaboration with a

n
MKO
in his or h
ith e
w

ZPD INTERLOCUTOR
zone of
zone of actual potential/distal
development
zone of development
Knowledge already
proximal Activities and tasks
incorporated development that can’t be
Tasks and activities performed
performed (zpd) independently
independently Could be
Skills and abilities acomplished with
already mastered guidance and
support from others
learners
co-construct knowledge
based on their
interaction
with their interlocutor or in
private speech
self-regulation verbal thinking
scaffolding
The relevance is Vygotsky’s theory The MKO provides People gain control of
attached to the gives great support and reorganize their
conversations importance to the structures to help cognitive processes
themselves, with interlocutor’s role learners master during mediation as
learning occurring in helping learners skills just beyond knowledge is
through social understand and to their current level internalized during
interaction be understood social activity
Second language applications

learning by talking
Learners collaborating and interacting with other speakers.
Production of language pushes learners to process language more
deeply, because in order to speak or write they must pay more
attention to how meaning is expressed.
Collaborative dialogue encourage learners to co-construct
linguistic knowledge while engaging in production tasks that
simultaneously draw their attention to form and meaning.
you
Martina Telleri - 1°F

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