Sociocultural Theory And Second Language Learning

Sociocultural Theory and Second Language Learning â€Å"Language is the most pervasive and powerful cultural artefact that humans possess to mediate their connection to the world, to each other, and to themselves† [Lantolf Thorne 2007:201]. The idea of mediation inherent in this notion of the language is a fundamental element of Sociocultural Theory [SCT], one of the most influential approaches to learning and mental development since the 1990s, drawing its origin from the work of soviet psychologist and semiotist Lev Vygotsky and his colleagues. This essay aims to describe major principles of SCT and its central constructs, particularly Semiotic Mediation and The Zone of Proximal Development and gives examples of related research studies†¦show more content†¦conversation]. 1.1 The Linguistics Mediation of Psychological Processes â€Å"Language as a mean of mediation† According to Wertsch [1985], Vygotsky’s primary concern was with language as a psychological tool. His work paid particular attention to â€Å"the effect signs have on the psychology or cognition of communicating individuals.† [Mertz 1985:11] This postulate implies that the move from elementary to higher mental processes is shaped and mediated by language. Foundation in cognitive development is social interaction, it is .therefore, important to emphasize that this transformation occurs within the social context. At its core, Vygotsky’s theory investigates the mediating role of language in the cognitive development of children, however, the â€Å"social† principles underlying his theory can be applied into L2 context. Stemming from this idea, the process of second language acquisition is understood as a meaning-making collaborative activity. 1.2 Languages Mediating Sociocultural Though [Whorf] â€Å"Language as shaper of ideas† â€Å"You are what you speak† According to Mertz [1985], the process of semiotic mediation described by Whorf is the same as that described by Vygotsky: â€Å"in both cases language is the medium by which external reality shapes internal psychology†[p.12]. Nevertheless, Whorf’s theory differs from Vygotsky’s theory in one aspect. Vygotsky focuses on children’s cognitive development, whereas Whorf â€Å"replaces children’s mental processes by wider-scale cultural