Sociocultural Theory and Second Language Learning

By James Lantolf. 2013

1,632 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/590a2445374f542b5e526d04ca8314e3ed13c117

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Citations in the corpus

“What Do You Want to Say?” How Adolescents Use Translanguaging to Expand Learning Opportunities (2014, methodology): “How Adolescents Use Translanguaging to Expand Learning Opportunities Melinda Martin-Beltrán”
The Routledge handbook of English language teaching (2018, background): “Our identities are social, psychological, historical and cultural at the same time.”
Communicative language teaching (2022, unknown): “The ultimate goal of interaction is for students to receive input, be able to produce output, and reach communicative goals (Lantolf & Thorne, 2007).”
The inner speech of behavioral regulation: Intentions and task performance strengthen when you talk to yourself as a You (2014, background): “The language used in self-talk can be modeled from others (Lantolf, 2006), and thus, the initial external guidance associated with behavior regulation could have been internalized in the second person and may be appropriated and applied in a similar fashion when encountering situations that require…”
The inseparability of cognition and emotion in second language learning (2011, background): “Private speech is speech for the self (Lantolf 2000); it is a cognitive tool helping to structure and organize our thinking.”
Written corrective feedback from sociocultural theoretical perspectives: A research agenda (2018, background): “In recent years, scholars such as Lantolf and Swain have shown how the theory can be applied to research in L2 teaching and learning (e.g. Lantolf 2000; Swain 2000; Lantolf & Thorne 2006; Swain 2006; Swain, Kinnear & Steinman 2015).”
Teacher professional development through collaborative action research: impact on foreign English-language teaching and learning (2013, background): “In addition, we reached different points of self-regulation (Lantolf 2000) with regards to managing our own language-driven CLIL implementations.”
Integration in CLIL: a proposal to inform research and successful pedagogy (2015, background): “A more general underlying theory of how learning takes place in interaction is sociocultural theory, where talk and language used in interaction with others are fundamental for thinking and learning to take place (Lantolf, 2000).”
Gaming as extramural English L2 learning and L2 proficiency among young learners* (2012, background): “SCT stresses the role of the L2 environment, in particular learners’ reliance on adult guidance and interaction with more capable peers (see, e.g., Lantolf & Thorne, 2008).”