The Socio-Cultural Theory in Learning a Second Language - Essay Example

Sociocultural Learning Theory Name: College: Socio-cultural Learning Theory Socio-cultural learning theory helps to understand how people learn second language. The cognitive development of second language involves interaction of different factors. The learning process takes place in various elements like social, cultural as well as biological elements. Second language learning is associated with developing a different language from native speaking language (Mitchell & Myles, 2013). The social-cognitive learning theory emphasizes on the basics of the learning process as well as the obstacles that people encounter. The theory of learning second language started way back when people started interacting with one another. Individuals started to learn new things in the process they started learning how people did things. The purpose of this paper is to discuss the socio-cultural theory of learning and how it relates to second language learning. Sociocultural learning theory The social learning theory was developed by Lev Vygotsky and his associates in Russia. He developed the theory when he was doing research about the development of children and how they associate with their parents. The researcher believed that parents play a greater role in determining the language people speak and how they do their things (Saul, 2012). He found out that parents introduced their children to second language learning. However, it was not clear how the parents influence the decisions. The theory became widely used in the learning development since it tries to explain how children acquire second language learning. Socio-cultural theory has a different ideology from other learning theories such as behaviorism. The theory argues that learning takes place when there is an interaction between an individual and the environment. Constant interaction between an individual and the environment influence the ability to understand a second language (Donato, 2000). It means that when learning second language, individuals are encouraged to think and try to speak the new language. In other words, social interaction influences the learning process and capacity of individuals to understand the second language. The socio-cultural theory has a unique approach to learning. It uses a holistic approach regarding the second language learning. It holds that the central aspect of learning is using different forms of learning process to help individuals learn a second language. Therefore, the learners should also partner with the instructor to ensure successful learning. It means that there must be an interconnection between the learners, teachers and tasks that influence individuals when learning a foreign language. Another central point of the theory is that learning a different language develops in interaction process and socialization. The concept of zone of proximal development argues states the difference between when students learn with help and the tasks they can handle without any help. In this way, the teachers must understand the students who are inspired can perform their tasks without the help from their teachers. It means that there can be difference between tasks that individuals perform. Vygotsky states that providing adequate support to students improves their boost towards achieving a certain task. Vygotsky states that ‘Vygotsky believed that when a student is in the ZPD for a particular task, providing the appropriate assistance will give the student enough of a "boost" to achieve the task.’ For instance, Maria joined college and joined tennis club. However, she found out that players spent a lot of time and other resources (Saul, 2012, 2). With the support of the school coach and other players she managed to achieve her task and become a professional player. Mediation and second language learning Learning is a social process. In the learning process, mediation is the basic principle applies while the language is the artifact. It means that mediation links the social and psychological compliance of an individual. The process of acquiring second language takes the form of mediation in different ways (Lantolf & Thorne, 2006). These kinds include self-mediation where a person mediates within self and other-mediation which is the concept where an individual thinks outside self. The third one is mediation regarding artifacts. Sarah and Annetmarie state that, ‘children cannot and need not reinvent artifacts that have taken millennia to evolve in order to appropriate such objects into their own system of activity (Sarah & Annemarie, 2012, 2). In the first place self-mediation is concerned with the learning of secrete speech and expression. Self-speech or talk is the process where an individual communicates within self and this helps to improve guidance and regulation when learning a new language. It is important to understand that self-communication is critical when learning a second language because it helps to build skills and making perfection in the learning process (Mitchell & Myles, 2013). It implies that people can acquire second language by practicing and internalizing the concepts thus improving the ability to understand a different language other than the native one. Kimberly and Ronald state that ‘the sociocultural theory emphasizes the important role of social interaction in the construction of knowledge (Kimberly & Ronald, 2002).’ It means that interaction among individuals helps to acquire tertiary skills both in speaking and various fields. Besides, gestures also enhance second language learning because it supplements the verbal communication. However, it is important to learn the meaning of different gestures they use so that it cannot make a different meaning. Using gestures helps to explain a point and make people understand better (Mitchell & Myles, 2013). People use artifacts when learning second language to coordinate the socio-cultural components that make up the communication process. Internationalization and second language learning Internationalization is the process of developing internal capacity to execute thinking and perform different functions without the dependence of external factors. Trough internalization, people develop critical thinking as well as understand the relationship between individuals and artifacts that create a sense of doing something in the brain. In the process of learning a second language, it is worth to understand that individuals engage in imitation when internalizing things because and in the process can develop skills for the new language (Donato, 2000). When something happens in the environment, a person tries to imitate what happened internally and it helps to understand the meaning of the observed pattern. In this regard, a learner watches things happening in the environment and tries to determine the relationship between cognitive concepts and individual integrity (Lantolf, 2004). Furthermore, learning a second language is not possible without internationalization and interaction among students. For instance, students watch others doing things and try to internalize and imitate what they were doing. In this regard, it helps to promote learning a second language. Verbal thinking and second language learning According to social-cultural learning theory, the process of learning second language includes the development and link between language and thinking. It means that when individuals have low levels of external speech, they tend to develop internal or verbal thinking. The theory argues that for one to have a second language there must be a combination of three elements including the language itself, the development function and mental ability or thought. In this regard, the process of learning starts by having basic knowledge about it and using a mental function to understand the concepts (Donato, 2000). In the process of interaction between individuals, they develop their psychological skills in the new language. It is worth to understand that combination between language and thought helps to develop the mental function. To complete the learning process, an individual interprets the mental function and communicates it to relevant stakeholders. Therefore, socio-cultural theory argues that second language learning is developed through social communication among individuals and activities. The social-cultural theory further argues that second language acquisition is determined by external interaction and internalization and it is supported by various communication techniques. For instance, external speech is made without thought but it leads to egocentric speech after developing the communication skills (Lantolf, 2004). In this regard, second language learning takes place when individuals think about the target language and combine thought with communication hence developing verbal thought of the second language. Activity theory The socio-cultural theory has developed another minor theory that explains the second language learning. According to theory activity, human nature is unified and it develops in the process of interaction between the social and cultural factors. The process of developing a second language is explained in three dimensions. These activities include activity, action as well as operations. However, the learner must combine these factors with motive and goals of the communication as well as the condition (Lantolf, 2004). The social environment helps to create goals and objectives while the motive helps to understand the reasons behind the happening of something. The success of the learning process depends on the objective ad motive of the student and interest in learning. Research shows that efficient learners develop their learning skills depending on the extent of interaction among individuals. For instance, people who travel a lot tend to interact widely and understand why other people behave the way they and the language they use in communication. People chose different activities because of their motive about the foreign language. Implications of foreign language learning The social-cognitive theory presents the learning process in a different perspective as compared to other theories. The theory also provides significant implication in the process of learning a new language (Lantolf, 2004). The most common perspective of this theory is that learners acquire a foreign language through interaction with other students. The dynamic assessment helps to know how and why internationalization takes place when a teacher provides support. Interaction teaching The socio-cultural theory explains that acquiring a foreign language depends on the extent of interaction among individuals. Interaction among people especially the learners develop learning process because it helps to understand the language other people speak. For instance, students learning a new language must adjust their English and speech to suit the learners. The significance of language in communication is to ensure individuals pass the message effectively and links the feelings and thoughts (Donato, 2000). One of the most important elements of the social-cultural theory is communication by learning a second language. In this regard, the theory explains that the process of learning takes place when there is interaction between the students. For instance, when students from different races interact, they will learn from one another. The students can also learn a second language by interacting with the speakers of the language thus increasing the process of learning a foreign language. In the classroom learning, students can form groups from diversified backgrounds and in the process they develop a different language. Social activities like team work with native speakers of the foreign language. With the developments of technology, people interact online through social sites. For example, the socio-cultural theory argues that any form of socialization enable individual to acquire new language. The socio-cultural theory identifies story telling as the first interaction activity. Through storytelling, the speakers communicate verbally with the aid of diagrams (Lantolf & Thorne, 2006). For example, students can form a group of five people and show pictures and then try to create a story from the pictures. In some cases, each student can take a different picture and derive a tory from it. Through the dialogue, the individuals develop effective communication especially when learning a second language. Moreover, students can introduce a language date where the can agree with the instructors the date and venue where they can teach one another foreign language (Lantolf, 2004). It is important to keep in mind socio-cultural theory states that second language learning takes place when there is socialization among individuals. In this regard, learners can invite a native speaker of the language they want to know to address them. Dynamic assessment When engaging in the foreign language learning, it is important develop a dynamic assessment plan to help in assessing the progress of the learner. The socio-cultural theory argues that it is not possible for an individual to learn without assistance. The assessment is necessary because it helps to evaluate what an individual can achieve with the support and instructions in the learning process. This helps to know what an individual can do when they have internalized the concepts. Dynamic assessment is a significant tool because it helps to understand what individual can do with and without instructions in the learning process (Lantolf & Thorne, 2006). The most important aspect is to link two attributes which are assessment and instruction and ability to construct a future psychological development. The assessment helps to focus on strategies to develop future learning techniques to acquire a second language. There is no effectiveness learning without assessment. The learner and the learners should measure their ability and make appropriate recommendations. Criticism of Socio-cultural theory Socio-cultural theory has tried to explain the process of learning a second language but it has some criticisms. The first one is in relation to the insufficient attention given child development issues. The theory fails to consider the stages of child development. It is because each development stage has different needs that influence the second language learning process (Lantolf, 2004). Besides, the theory does not take into account personal aspects like the abilities and interest of the learner. It provides limited nature and cognitive concepts such as skills and personality. In this regard, one can identify that theory focuses on socialization but fails to create understanding about learner’s development capacities. The theory has effectively addressed the concept of classroom learning as a way of enhancing second language learning. However, the theory is questionable because it proposes some tactics which might not be applicable in some learning environment. For instance, it proposes collaborative learning which might not be applicable in some societies (Lantolf & Thorne, 2006). Taking the case of China, the type of learning applied is traditional one. It means that the technique the theory proposes might not be applicable and this makes it difficult for people to engage in second language learning. Conclusion The purpose of this essay was to discuss the Socio-cultural theory in learning a second language. Most importantly, the report found out that second language learning is influenced by many factors such as socialization and interaction among individuals. It focuses on the meaningfulness of the speech and how it interacts with thoughts and verbal communication. The forums that promote effectiveness in the learning process include social forums, setting learning dates and online interaction. However, the theory does not consider the developmental stages of the learners such as skills and personalities. References Donato, R. (2000). Sociocultural contributions to understanding the foreign and second language classroom. In Lantolf, J. P. (ed.) Sociocultural Theory and Second Language Learning. Oxford: Oxford University Press. Kimberly, S & Ronald, M. (2002). Sociocultural Learning Theory in Practice: Implications for Athletic Training Educators, Journal of Athletic Training 37(4): 136- 140. Lantolf, J. P. (2004). Sociocultural theory and second and foreign language learning: an overview of sociocultural theory. In K. van Esch and O. St. John (eds.). New Insights into Foreign Language Learning and Teaching. Frankfurt am Main: Peter Lang. Lantolf, J. P., & Thorne, S. L (2006).  Sociocultural theory and the genesis of second language development. Oxford: Oxford University Press. Mitchell, R., & Myles, F. (2013). Second language learning theories. Oxford: Routledge. Saul, M. (2012). Zone of Proximal Development, http://www.simplypsychology.org/Zone-of- Proximal-Development.html Sarah, S & Annemarie, P. (2012). Sociocultural Theory. http://dr- hatfield.com/theorists/resources/sociocultural_theory.pdf Read More

Mediation and second language learning Learning is a social process. In the learning process, mediation is the basic principle applies while the language is the artifact. It means that mediation links the social and psychological compliance of an individual. The process of acquiring second language takes the form of mediation in different ways (Lantolf & Thorne, 2006). These kinds include self-mediation where a person mediates within self and other-mediation which is the concept where an individual thinks outside self.

The third one is mediation regarding artifacts. Sarah and Annetmarie state that, ‘children cannot and need not reinvent artifacts that have taken millennia to evolve in order to appropriate such objects into their own system of activity (Sarah & Annemarie, 2012, 2). In the first place self-mediation is concerned with the learning of secrete speech and expression. Self-speech or talk is the process where an individual communicates within self and this helps to improve guidance and regulation when learning a new language.

It is important to understand that self-communication is critical when learning a second language because it helps to build skills and making perfection in the learning process (Mitchell & Myles, 2013). It implies that people can acquire second language by practicing and internalizing the concepts thus improving the ability to understand a different language other than the native one. Kimberly and Ronald state that ‘the sociocultural theory emphasizes the important role of social interaction in the construction of knowledge (Kimberly & Ronald, 2002).

’ It means that interaction among individuals helps to acquire tertiary skills both in speaking and various fields. Besides, gestures also enhance second language learning because it supplements the verbal communication. However, it is important to learn the meaning of different gestures they use so that it cannot make a different meaning. Using gestures helps to explain a point and make people understand better (Mitchell & Myles, 2013). People use artifacts when learning second language to coordinate the socio-cultural components that make up the communication process.

Internationalization and second language learning Internationalization is the process of developing internal capacity to execute thinking and perform different functions without the dependence of external factors. Trough internalization, people develop critical thinking as well as understand the relationship between individuals and artifacts that create a sense of doing something in the brain. In the process of learning a second language, it is worth to understand that individuals engage in imitation when internalizing things because and in the process can develop skills for the new language (Donato, 2000).

When something happens in the environment, a person tries to imitate what happened internally and it helps to understand the meaning of the observed pattern. In this regard, a learner watches things happening in the environment and tries to determine the relationship between cognitive concepts and individual integrity (Lantolf, 2004). Furthermore, learning a second language is not possible without internationalization and interaction among students. For instance, students watch others doing things and try to internalize and imitate what they were doing.

In this regard, it helps to promote learning a second language. Verbal thinking and second language learning According to social-cultural learning theory, the process of learning second language includes the development and link between language and thinking. It means that when individuals have low levels of external speech, they tend to develop internal or verbal thinking. The theory argues that for one to have a second language there must be a combination of three elements including the language itself, the development function and mental ability or thought.

In this regard, the process of learning starts by having basic knowledge about it and using a mental function to understand the concepts (Donato, 2000).

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