THEORIES IN SLA

SOCIOCULTURAL THEORY AND L2 DEVELOPMENT

NILDASARI 222300008
 CONTENTS OF THIS TEMPLATE

Sociocultural theory (SCT) originates from the writings of the Russian psychologist LS
Vygotsky and his colleagues. SCT argues that human mental functioning is
fundamentally a mediated process governed by cultural artefacts, activities, and
concepts (Ratner, 2002). 2 Within this framework, humans are understood to make use
of existing cultural artefacts and then create new ones that enable them to organize their
biological activity and behavior. The use of language, organization and structure are the
main means of mediation. Practically speaking, developmental processes occur through
participation in cultural, linguistic, and historical settings such as family life and peer
group interactions, and in institutional contexts such as schools, organized sporting
activities, and workplaces, to name but a few. SCT argues that while human
neurobiology is a necessary condition for higher-order thinking, the most important
forms of human cognitive activity develop.
Mediation
The SCT is associated with the work of Vygotsky, whose aim was to
overcome what at the time (early 20th century) he characterized as a "crisis
in psychology". This crisis arises because of the diversity of perspectives
and objects of study, all of which are grouped in the general rubric of
psychology. At that time, the various approaches to studying psychological
processes were grouped into two broad categories: one that followed a
natural science approach to research (eg, behaviorism) and looked for the
causes of psychological processes; the second follows the humanistic
tradition and emphasizes the description and understanding of mental
activity (eg, psychoanalysis). The causal natural sciences branch of
psychology focuses its research on the study of basic, or biologically
endowed, mental processes
This process of developing self-regulation moves through three general stages.
In the first stage, children are often controlled or use objects in their environment to think. This
stage is known as object setting. For example, given a task by a parent to pick up a particular
object such as a toy, very young children are easily distracted by other objects (more colorful,
larger, or closer toys) and thus can fail to comply with parental commands. request.
The second stage, called other regulation, includes implicit and explicit mediation (involving
varying degrees of assistance, direction, and what is sometimes described as scaffolding) by
parents, siblings, peers, coaches, teachers, and so on. In our discussion of the zone of proximal
development, we will illustrate how other regulations function in the case of second language
learning. Self-regulation,
the last stage, refers to the ability to complete activities with little or no external support. Self-
regulation is made possible through internalization—the process of turning what used to be
external assistance into a resource available internally to the individual (although its origin, quality
and function are still very social).
MEDIASI SEBAGAI BAHASA KEDU
Vygotsky argued that private speech, as is the case for social speech between
people who have a great deal of shared knowledge, need not be completely
syntactic in form. Therefore, close friends might produce dialogue like the
following: A: "Have you eaten yet?" B: "No, you?" where there is no need to
use the full version of the question and answer: "Have you eaten?" or "Have
you eaten yet?" "No, have/did you?" In the case of private speech, it is
assumed that the speaker already knows the topic covered in his speech and
is having problems figuring out what to do.
IMITASI
Vygotsky proposed that the key to internalization lies in the unique human ability to
imitate the intentional activities of other humans. However, imitation is not understood
as mindless imitation that is often associated with behaviorism in psychology and the
audiolingual method in pedagogy.5 Instead, it involves goal-directed cognitive activity
that can result in a transformation of the original model. As Vygotsky stated,
“development based on collaboration and imitation is the characteristic source of the
awareness that develops in the child” (Vygotsky, 1987, p. 210) and thus imitation is
“the source of the influence of instruction on development” (p. 211).
 ZONE OF PROXIMAL DEVELOPMENT
The Zone of proximal development (ZPD) has had a considerable impact in
various research fields, including developmental psychology, education and
applied linguistics. The most frequently referenced definition of ZPD is “the
distance between the actual developmental level determined by dependent
problem solving and the potential developmental level determined through
problem solving under adult guidance or in collaboration with more capable
peers”
 THANK YOU !
This can be the part of the presentation where
you introduce yourself, write your email…