1. Lev Vygotsky was a Russian psychologist who developed the sociocultural theory of cognitive development, which posits that social interaction precedes development and that cognitive development occurs through socialization. 2. According to Vygotsky, learning awakens a variety of internal developmental processes that are able to operate only when the child interacts with people in his environment and in cooperation with his peers. 3. Key concepts in Vygotsky's theory include the zone of proximal development, more knowledgeable others, scaffolding, private speech, and the importance of social learning and cultural tools in cognitive development.

1. SECOND LANGUAGE
ACQUISITION SCHOOLS
VYGOTSKY

2. INTRODUCTION
How we learn a
• First language?
What is a
• Second language?
Acquisition
Unconscio
us effort
The study of individuals
and groups who are
learning a language
subsequent to learning
their first one as young
children.

3. The Behaviorists Position

4. THE MAIN REPRESENTANTS OF THIS POSITION ARE:

5. The constructivist Position

6. Vygotsky offered an alternative to Piaget’s constructivism
Piaget: Mind models the
external world Human
beings make sense of
their world by means of
their mental structures .
Vygotsky: External
world models the mind
Knowledge is
internalization of social
activity.

7. LEV SEMYONOVICH
VIGOTSKY
 Lev Semyonovich Vygotsky was born in Western Russia
 Lev Semyonovich Vygotsky was born in Western Russia
(Belorussia) in 1896.
(Belorussia) in 1896.
 He graduated with law degree at Moscow University. After
 He graduated with law degree at Moscow University. After
graduation, he started teaching at various institutions.
graduation, he started teaching at various institutions.
 Vygotsky's first big research project was in 1925 with his
 Vygotsky's first big research project was in 1925 with his
Psychology of Art.
Psychology of Art.
 A few years later, he pursued aacareer as a psychologist
 A few years later, he pursued career as a psychologist
working with Alexander Luria and Alexei Leontiev.
working with Alexander Luria and Alexei Leontiev.
 Vygotsky had no formal training in psychology but it showed
 Vygotsky had no formal training in psychology but it showed
that he was fascinated by it.
that he was fascinated by it.
 After his death of tuberculosis in 1934, his ideas were
 After his death of tuberculosis in 1934, his ideas were
repudiated by the government; however, his ideas were kept
repudiated by the government; however, his ideas were kept
alive by his students.
alive by his students.

8. SOCIOCULTURAL
THEORY
Basically Vygotsky's theory suggests that
Basically Vygotsky's theory suggests that
development depends on interaction
development depends on interaction
The first one is imitative
learning
The second way is by
instructed learning
There are three ways aacultural tool can be
There are three ways cultural tool can be
passed from one individual to another
passed from one individual to another
The final way that cultural tools
are passed to others is through
collaborative learning,

9. 1.Cognitive development
IMPORTANT TERMS IN VYGOTSKY’S
THEORY
He proposed that children learn
He proposed that children learn
through interactions with their
through interactions with their
surrounding culture. .
surrounding culture
Vygotsky studied child development
Vygotsky studied child development
and the significant roles of cultural
and the significant roles of cultural
mediation and interpersonal
mediation and interpersonal
communication.
communication.
vygotsky observed how higher
vygotsky observed how higher
mental functions developed
mental functions developed
through social interactions with
through social interactions with
significant people in aachild's life.
significant people in child's life.

10. 2. THOUGHT AND LANGUAGE
2. THOUGHT AND LANGUAGE
s
lyzezes
a
y an nalyip
h i
k
otstsky ia nsnshap d
o
Vyg gorelat tiords n nd
Vy e rela o rdssa
th e en w o e s . .
s
th e owsn
etwween u usnes
b e t n sc i i o
b co nsc
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s
s a as
t
tarartlsto o
s
t
ge e et na alfor
s
ua agxt r red for
n
g u
e d .
an ngol e extus etion n.
L a o l ld s c
La t ochi ldeua ctio
t o hint r ra
a
c
the eal i inte
h
toci ial
s oc
s
d
useseor
d
s
lk i is u l f for
a
o
lf-t -talk to oolnd
a t a d
se l f a s a d n
sere s te a
r
mo ore iaecectleding g
t
r
m lf-d-driegu alatin
se lflf- guor.
e
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a
sebeh hav
be

11. ZONE OF
PROXIMAL
DEVELOPMENT
ZONE OF POTENTIAL
DEVELOPMENT
ZONE OF REAL
DEVELOPMENT

12. SCAFFOLDIN
G
It's the
concept that a
child
accomplishes
a task that
he/she cannot
do alone, with
the help from a
more skilled
person.

13. F
A
SC
G
N
O
F
DI
L
It is changing the level
of support to suit the
cognitive potential of the
child.
More support is
offered when a
child is having
difficulty with a
particular task.

14. APPLYING VYGOTSKY
TO THE CLASSROOM
Teachers' role
Teachers' role
 The teacher has the "task
of guiding and directing
the child's activity."
 The teacher models
processes for students
in a classroom
environment.

15. OVERALL GOAL OF EDUCATION
ACCORDING TO VYGOTSKY
"generate and lead
"generate and lead
development which is the
development which is the
result of social learning
result of social learning
through internalization of
through internalization of
culture and social
culture and social
relationships."
relationships."

16. TEACHING STRATEGIES BASED
ON VYGOTSKY’S THEORY
Use the child’s zone of
proximal development in
teaching.
Use scaffolding.
Use more-skilled peers as
teachers.
Monitor and encourage
children’s use of private
speech.
Transform the classroom
with Vygotskian ideas.
INPUT
PROCESS
OUTPUT

17. THANKS FOR
YOUR
ATTENTION