THE PROBLEM OF ENCOURAGING EDUCATIONAL ACTIVITY AS A WAY OF INVESTIGATING SOME INTERPLAY BETWEEN SOCIOCULTURAL THEORY AND SECOND LANGUAGE ACQUISITION

• Main Authors: Chernova, N.A., Mustafina, J.N.
• Format: Article
• Language: English
• Published: Marina Sokolova Publishings 2016-06-01
• Series: Russian Linguistic Bulletin
• Subjects: cognitive activity; SLA – second language acquisition; sociocultural domain; zone of proximal development; self-development; linguistically unlimited task; metacognitive strategy; познавательная деятельность; овладение иностранным языком; социокультурный аспект; зона ближайшего развития; саморазвитие; неподготовленный диалог; метакогнитивная стратегия
• Online Access: http://rulb.org/wp-content/uploads/wpem/pdf_compilations/2(6)/2(6).pdf#page=50
• ISSN: 2313-0288; 2411-2968

The purpose of the article is to outline the core concepts of a subject intension, molding and development, being also important to understanding Vygotsky’s view of cognitive development who clearly suggests that it is inseparably linked with speech intellectual activity and because of it is reality reflection as if refracted in the light of linguistic meaning. As a result, communicative collaboration with adults or peers that are more skilled contributes to the development of self-regulation, that is, the capacity for independent problem solving and self-directed activity. Using sociocultural theory and its tenets as a framework, we would see a highly interactive language classroom, where the students’ zone of proximal development is identified through such strategies as “portfolios”, and “dialogue journals”.