Lev Vygotsky’s Social Development Theory PPT

8/14/2019 Lev Vygotskys Social Development Theory PPT

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Sociocultural Theory and thePedagogical Imperative

NAZLINUR GKTRK2013 April, Bingl


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Lev Vygotsky

1896-1934


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In addition to biological factors, sociocultural factors are also significant in the

development of human beings mental processes.

Higher levels of mental activities are mediatedthrough cultural artifacts, activitiesand concepts (Lantolf, 2000).

Languageis one of the primary means of mediationto regulate our relationshipswith the others.

Learningis thought of as a social event taking place as a result of interactionbetween individuals.

Principles of Sociocultural Theory


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As such, it is opposed to the cognitive views of the learner andlearning as individualistic, mentalistic, and as functioningindependent of the context and use of the language (Zuengler,2006: 38).

In this regard, it is believed that just individuals internalcognitive process cannot account for the developmentalprocess. External social factors should also be taken intoconsideration.

Zuengler, J., and E, Miller (2006). Cognitive and sociocultural perspectives: Two parallel SLAworlds? TESOL Quarterly 40(1), 35-58.


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Even though Vygotskian sociocultural theory does not deny a

role for biological constraints, development does not proceed asthe unfolding of inborn capacities, but as the transformation ofinnate capacitiesonce they intertwine with socioculturallymediational means (Lantolf and Pavlenko, 1995: 42).

Lantolf, J. P. & A. Pavlenko. (1995). Sociocultural theory and second language acquisition.

Annual Review of Applied Linguistics, 15: 38-53.


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Mediation

1) through another human being

2) via symbolic tools

3) through specially designed sociocultural activity (Kinard andKozulin, 2008: 51).

Ex: Parents- Children


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Different types of cultural activities ( education, play, work,politics etc.) entail different types of cultural concepts(academic, everyday, work-related, religious etc. ) and call fordifferent forms of social relationshipsbetween thoseparticipating in the activities (teacher-student, parent-child,

supervisor-worker etc.) (Lantolf, 2010).


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Social Mediation

Peer Mediation

Mediation through L1

Self-Mediation

--Experts and Novices--Scaffolding--Getting in ZPD

--Working collaborativelyto construct meaning

--Use of L1 in peer

mediation, inhibitor orfacilitator?

--Private speech and itsfunction in internalizing L2--Adult private speech

(Diffucult to gain directaccess for research)


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Thus, the linguistics resources we use and learn can never beseen as merely part of a neutral and impersonal language;

rather, Bakhtin viewed our use of language as anappropriation of wordsthat one time existed in otherpeoples mouths before we make them our own(Zuenglerand Miller, 2006, p. 41).

Zuengler, J., and E, Miller (2006). Cognitive and sociocultural perspectives: Two parallel

SLA worlds? TESOL Quarterly 40(1), 35-58.


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Vygotsky (1987) proposed that the internalization of socially

constructed formsof mediation occurs through the mechanismof imitation.

According to Lantolf (2003), imitation in adult private speech isclosely related to L2 internalization (p. 67).(See Ohta (2001) , Centeno-Corts (2003) Lantolf and Yez-Prieto (2003))

Lantolf, J.P. (2006). Sociocultural theory and second language learning: State of the art.Studies in Second Language Acquisition28, 67-109.


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There might be more frequent uptake of teacher recasts than

much of the L2 literature reports. Lyster and Ranta (1997), forinstance, found that in four French immersion classes, onlyabout 31% of teacher recasts were repeated by students towhom the recasts were directed.

Ohta (2000) suggested, however, that learners might not only

uptake recasts in social speech but also in private speech (Citedin Lantolf, 2006: 72).


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Lantolf (2003) argues that imitation that occurs in private speech

is language acquisition as it unfolds in real time, it is imperativeto establish connections between what happens in privatespeech and subsequent social speech.

Ohta (2001) and Centeno-Corts (2003) both documented a fewinstances of a link between private speech and public

performance for L2 adults, but use of the features attested inprivate speech imitationoccurred in more or less pedagogicalactivities rather than in spontaneous social speech whose intentwas communicative interaction (Cited in Lantolf, 2006: 72).


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Zone of

ProximalDevelopment

Self-regulationScaffolding


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What is the Zone ofProximal Development?

Vygotsky describes it as thedistance between the actualdevelopment level as determined byindependent problem solving andthe level of potential developmentas determined through problemsolving under adult guidance or incollaboration with more capablepeers (Vygotsky, 1978).


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Successful instructions should be within the learners Zone ofProximal Development.

Successful learning is a collaborative process, by which thelearners internalize the language of interaction for their own

purposes through the negotiation and creation of meanings.

Swain (2000) suggests that interactions for learning can occurbetween learners or peers in the ZPD. When language learnerswork together on a linguistic task aimed at problem solving, theyare able to notice(Swain, 2000, p.99) or identify what they do

not knowin the collaborative dialogue.( See Swain (2010) for Collaborative Dialogue, Long (1990) for Interaction

Hypothesis)

Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition throughcollaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning(pp. 97-114). Oxford, UK: Oxford University Press.


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Scaffolding

Knowledgeable person (adult,

teacher, or peer) help the lessknowledgeable (child, orstudent) to accomplish a taskwhich he or she would nototherwise be able to do byhimself or herself.


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The goal of the educator

when using the scaffoldingteaching strategy is for thestudent to become anindependent and self-regulating learner andproblem solver(Hartman,

2002).Hartman, H. (2002). Scaffolding &Cooperative Learning. Human Learningand Instruction (pp. 23-69). New York:City College ofCity University of NewYork.

In the educational setting,

scaffolds may include models,cues, prompts, hints, partialsolutions, think-aloudmodeling and direct instruction(Hartman, 2002).


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However, as stated by Cook(2008) you cannot teachthings that are currently out of

the learners reach (p. 229). Teachability concept

The fundamental idea is thatfor scaffolding to facilitate L2learning, it needs to exist

within a learners ZPD.(Cited in Fahim, M., & Haghani, M.,(2012). Sociocultural Perspectives onForeign Language Learning. Journal ofLanguage Teaching and Research3: 4,693-699.


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Motivate thelearners interest in

the task

Break the task downinto manageable

steps

Provide somedirection to keep the

learner focused

Reduce factors thatcause frustration

Model and define theexpectations of the

activity

Promote interactionin pairs or groups

Give tasks thatrequire the learnersto interact with each

other

Interact with learnersto negotiate any

aspect of learningand teaching process

Make slow learnerswork with more

successful learners tocarry out a task


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Self-regulation

As stated by elik (2009), a self-regulated learner is capable of

autonomous functioning in the sense that learners now carry outlinguistic tasks (speaking, writing, etc.) independently andwithout the guidance of more knowledgeable peers or teachers(p. 449).


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We do things that have significance and make sense to us asagents active in constructing our worlds including our ownlearning (Taylor, 1985).

Task-based learning (Ellis) & Computer-mediated

communication

Activity Theory


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Wen (2008) also views language learning through the lens of

activity theory and believes that choosing certain tasks forlanguage teaching is under the influence of the learnersmotives, goals and condition of learning. He argues that whiletask-based language learning and teaching could yield positivelearning outcomes, there can be no guarantees,because whatultimately matters is how individual learners decided to engagewith the task as an activity(p. 22).

Wen, W. (2008). Activity theory and second language acquisition. Sino-US English Teaching 5.5,19-23.


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Dynamic assessment methodsinvolve mediating an examinees

performance by providing prompts and leading questions duringthe assessment itself.Its primary goal is to provide learningopportunities, and in so doing, to produce a nuancedunderstanding of examinees current and future developmentalpotential (Thorne, 2005).

Thorne, S. L., (2005) Epistemology, Politics, and Ethics in Sociocultural Theory, The ModernLanguage Journal 89:3 p. 393-409

Lev Vygotsky’s Social Development Theory PPT

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