A Critical Review of Vygotsky’s Socio-Cultural Theory in Second Language Acquisition

Abstract

The purpose of this study is to explore Vygotsky's contribution to the socio-cultural theory in the field of education in general, and applied linguistics in particular. The study aims to elaborate the impact of social-cultural theory in the existing body of literature. The study also reviews implications and applications of socio-cultural theory in second language acquisition (SLA). Moreover, this study also critiques the basic concepts of the theory and how far these concepts have been implicated in the domain of research. The central focus is to explore and to critically understand central ideas such as Zone of Proximal Development, mediation, scaffolding, internalization, and private speech. The socio-cultural theory focuses on what learners learn and the solution to their learning problems. Socio-cultural theory has made a great effect on learning and teaching languages. It also regards learning second language as a semiotic process where participation in socially mediated activities is very important (Ellis, 2000). Vygotsky (1987) singled out and studied the dynamic social surroundings which indicate the connection between teacher and the child. Moreover, he focused on the social, cultural and historical artifacts which play a pivotal role in the children's cognitive development as well as their potential performance. The study concludes with the idea of Williams & Burden (1997) that socio-cultural theory suggests that education should be associated with learning to learn and making learning experiences meaningful and relevant to the learner. The study also suggests some pedagogical implications and offers teaching and learning practices in relation to socio-cultural theory.

Mind Your Language: Factors Enhancing Students’ English Language Skills in an International Medical Programme (IMP)

“…These learning activities provide an opportunity for students to communicate with peers, simulated and real patients. Vygotsky puts forward the concept of Zone Proximal Development (ZPD) in which a learner's level of potential development is determined through adult guidance or collaborative work with more capable peers [17]. Through guided participation, learning and development takes place in a social context between learner and teacher [12] allowing medical students to enhance their English language skills.…”

“…Additionally, students observed that in both the learning and healthcare environment, English language is used in a professional setting among other healthcare professionals and for patient care. Vygotsky proposed that mediation (a tool) is often used by learners to resolve a problem or achieve a target, and hence language is considered a signi cant tool for learners to develop the knowledge that they require [17]. In this context, medical students reminded educators that the English language, as a communication tool, was crucial for person-centred care whereby communication skills is crucial for patient engagement and safety of care.…”

Proposed Robotic-Based Model for Slow Learner’s Learning

“…The learner learns promptly and actively with the presence of MKO compared to when the learner learns independently. Thus, it shows that there is a big difference in the learners' development 35 .…”

“…Vygotsky's Social Development Theory is adapted into the proposed model. Despite the interest in Vygotsky's theory 29,34,35,44 , most research generally focuses on the other component, ZPD. Therefore, there is still a lack of explanation on the concept of MKO.…”

An analysis and insight into the effectiveness of scaffolding: EFL instructors’/teachers’ perceptions and attitudes

“…However, learning cannot take place in isolation and hence adult mediation occupies a central position in the process. To articulate the space in which learning occurs, Vygotsky introduced the Zone of Proximal Development (ZPD) -"a construct that outlines the distance between the level of actual development as an independent learner and the level of the potential development achieved using solving problems with the support of an adult guide and facilitator or in collaboration with peers who are comparatively more capable", (Vygotsky, 1978: 86) (for an intensive critical review of the influence of Vygostky on SLA modern research see Pathan, et al 2018). Later, Bakhtin's (1981) (who was also a contemporary of Vygotsky's but outlived him) inspired by Vygotsky's Sociocultural Theory of learning, propounded the philosophy of dialogism arguing it is ingrained in human consciousness, and the internalization of the same occurs utilizing interactive activities involving thoughts and languages (Teo, 2019).…”