Sociocultural Theory and the Genesis of Second Language Development

By James Lantolf, S. Thorne. 2006

1,836 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/855146323c550cd5c932367b2a98004f7e4595dc

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Citations in the corpus

• An analysis of Chinese EFL students’ use of first and second language in peer feedback of L2 writing (2014, methodology): “SCT provides a theoretical perspective in which language is understood as a mediating tool in all forms of higher-order mental processing (e.g., planning, and reasoning) (Cole, 1996; Lantolf & Thorne, 2006; Vygotsky, 1978, 1987).”
• Identity in Second Language Teaching and Learning (2011, background): “…attached to the representational means/tools involved that underpins Blommaert’s (2005) conceptualization of identity as “semiotic potential”, a perspective that aligns closely with the mediational foci of socio-cultural and activity theories (see e.g. Lantolf & Thorne, 2006; van Lier, 2004).”
• Essentials of a Theory of Language Cognition (2019, background): “Most modern theories of developmental cognitive psychology show strong influences of SCT. SCT has also had significant impact upon SLA, largely through the work of Lantolf and colleagues (Lantolf, 2006; Lantolf & Pavlenko, 1995; Lantolf & Poehner, 2014; Lantolf & Thorne, 2006).”
• The inseparability of cognition and emotion in second language learning (2011, background): “Private speech has been defined as: ‘that form of externalized speech deployed by adults to regulate their own mental (and possibly physical) activity’ (Lantolf & Thorne 2006: 75); self-talk (Vocate 1994); and intrapersonal communication (Lantolf & Thorne 2006).”
• Understanding EFL students’ participation in group peer feedback of L2 writing: A case study from an activity theory perspective (2015, background): “Motive is defined as ‘cultural-psychological-institutional impetus’ that relates future outcomes with immediate behaviours (Lantolf & Thorne, 2006, p. 23).”
• Learners’ use of first language (Arabic) in pair work in an EFL class (2010, background): “It may be fully externalized (i.e. vocalized) and therefore audible to an observer, but it may also be whispered or even subvocal, and as such only audible to the speaker (Lantolf & Thorne, 2006).”
• Scaffolding theory: High challenge, high support in Academic Language and Learning (ALL) contexts (2014, background): “Although the term was introduced by Woods, Bruner and Ross (1976), it has since been refined by a number of theorists including Mariani (1997) who defines scaffolding as “high challenge: high support”.”
• Second language socialization as sociocultural theory: Insights and issues (2007, background): “According to Lantolf & Thorne (2006), the concept of internalization (from social to individual) is similar to, but also different from, social-constructionist notions of apprenticeship and guided participation (e.g., Rogoff 1995).”
• Investigating learners’ use and understanding of peer and teacher feedback on writing: A comparative study in a Chinese English writing classroom (2010, background): “…emphasis on the crucial role of understanding in language development with other regulation: A mere transmission of the external form on the internal plane could be no language development (e.g. Lantolf, 2000; Lantolf, 2003; Lantolf & Appel, 1994; Lantolf & Thorne, 2006; Mitchell & Myles, 2004).”
• Dynamic Assessment of Advanced Second Language Learners (2009, background): “For a review of the conceptual basis of DA and its different models, with particular attention to their relevance to L2 contexts, see Lantolf and Poehner (2004), and Lantolf and Thorne (2006).”