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Miss. Mona AL-Kahtani
Vygotsky stated that language emerged as a
result of the social interactions between
individuals.
Sociocultural theory views speaking and
thinking as two related processes. Speaking
and writing mediate thinking. ??
people gain control over their mental
processes as a consequence of internalizing
what they say to others and what others say
to them.
Vogotsky’s ZPD and Krashen’s i+1 (comprehensible input) ??
Miss. Mona AL-Kahtani
These two concepts differ in relation to their
view of how development occurs.
ZPD is a metaphorical situation in which
learners co-construct knowledge in
collaboration with other people.
Krashen’s i+1 is about the comprehensibility
of the input that is beyond the learner’s
current level of development which comes
from outside the learners.
Miss. Mona AL-Kahtani
So, ZPD emphasized the re-construction
of the learner’s knowledge which is
based on the interaction with their
interlocutor or in Private Speech (i.e. the
language we use when we are talking to
ourselves).
Vygotsky and the Interaction Hypothesis
Miss. Mona AL-Kahtani
They differ in the way they emphasize the
internal cognitive processes.
In The Interaction Hypothesis, the emphasis
is on the individual cognitive processes in
the mind of the learners. Interaction
facilitates those cognitive processes by
giving the learners access to the input they
need to activate internal processes.
Miss. Mona AL-Kahtani
In Vygotsky’s theory, the emphasis in
on the conversations themselves
because learning occurs through these
social interactions.
Sociocultural theory states that people
gain control of their cognitive processes
as knowledge is internalized during
social activity.
Second language applications: Learning by talking
Miss. Mona AL-Kahtani
Many researchers were interested in
investigating how interaction with other
speakers helps learners acquire the language.
ZPD is the interaction not only between an
expert and a novice (teacher/student), but
also between novice and novice
(learner/learner).
Miss. Mona AL-Kahtani
Some researchers such as Swain (1985)
proposed “The output Hypothesis” as opposed to
Krashen’s comprehensible input hypothesis.
Swain argues that asking the students to write
or speak pushes the learners to process the
language deeply because they have to pay more
attention to meaning.
This proposal was suggested after several
studies that concluded that most learners are
weak in writing and speaking than in reading and
listening comprehension.
Miss. Mona AL-Kahtani
Although Swain’s work was influenced by
the cognitive theory, his recent work was
influenced by the sociocultural theory. ??
Swain and other did a series of experiment
to study the affect of the “collaborative
dialogue” on the co-construction of the
learners’ knowledge of the language. They
tried to investigated how this collaborative
dialogue draw the students’ attention to the
forms and meanings.
Miss. Mona AL-Kahtani
They noticed that students test their
hypotheses about the language, discuss
these hypotheses and decide which forms
were best to express their meaning.
As a result, Swain concluded that
collaborative dialogues is the cognitive
and social activity where language use
and language learning can co-occur.
The difference between the sociocultural perspective and that of other researchers who focused on interaction.
Miss. Mona AL-Kahtani
Sociocultural theory assumes that cognitive
processes begins as an external socially
mediated activity which will be internalized.
Other interactionist models assume that
modified input and interaction provide
learners with the raw material for internal
cognitive process.