Sociocultural Theory and Second Language Acquisition: Research Report

This report delves into Vygotsky's sociocultural theory and its significant contributions to second language acquisition. It examines how social interaction, mediation, and the zone of proximal development (ZPD) facilitate language learning, emphasizing the importance of communication and collaboration. The study, conducted at a language learning school in Scotland, explores the practical implications of Vygotsky's concepts, including self-regulation, scaffolding, and internalization, in enhancing the learning experience. The research questions address the contributions of Vygotsky's theory, the effectiveness of sociocultural approaches in individual development, and the central ideas of mediation and ZPD in second language learning. The methodology includes an interpretivism research philosophy, an inductive research approach, a survey strategy, and a qualitative research method, using secondary data from literature reviews and online sources. The report highlights how the sociocultural theory and Vygotsky’s contributions can be effectively implemented in language learning schools to promote effective human development and language acquisition. It also stresses the importance of communication skills and the role of educators and peers in creating a supportive learning environment. The report concludes by emphasizing the practical application of the theory and its potential for enhancing language learning outcomes.

Introduction
Socio cultural theory is one of the most prominent and crucial theories, pertaining to
learning processes-this theory imbibes processes of learning, chiefly acquisition of
second language, as a semiotic or pragmatic process, where the learners need to
make themselves engage in productive social interactions and communications
(Lantolf, 2017). The theory of Vygotsky pertaining to sociocultural perspective, has
set and identified instruction as a significant and conspicuous aspect of second
language learning and states that instruction should be regulated and tailored to the
realm of proximal development, which is above the learner’s genuine and inbuilt
development level.As per the comprehensible input theory which refers a language,
can be understood in an effective manner by listener. Krashen’s theory of learning
and understanding input plays an important role because it makes use of words in a
manner which help listener in acquiring and understanding languages naturally
rather than learning it consciously. It will also discuss ways as how second language
acquisition takes place and how it helps learners in acquiring second language
naturally and effectively. This theory epitomizes the idea that learning from the
context of second language, should essentially be a collaborative venture and
achievement, and not involve a segregated learner’s effort and endeavour, where
the learner feels unmediated and unassisted. Any type of explanation or theory,
pertaining to human activity, involvesa certain amount of complexities, since human
beings are not secluded, rather are aligned with a complicated context of living.The
context and focus of the assignment involves the whole lot of strategies and
techniques, and processes of communication and interaction from a socio-cultural
perspective, put forward by Lev Vygotsky, which subsequently lead to necessary
acquirement or adoption of a second language. From the perspective of a selected
group of learners aiming for second language acquisition, this assignment critically
approaches, like self-regulation, private speech, internalization, mediation,
scaffolding, zone of proximal development.
The wide range of postulates and implications of Vygotsky’s concepts theories
and approaches, in relation to second language acquirement have been critically
reviewed here, and those concepts and theories have been related with motivation,
volition, learning style, aptitude and learning strategies of learners (Vossoughi and

Gutiérrez, 2016). The aim of this research is to witness and put forward the potency
and efficacy, alongside the effective implementation of Vygotsky’s sociocultural
theory pertaining to second language learning (Zhang et al., 2018).For the
conduction of this assignment the selected organisation is language learning school
of Scotland where learners came to imbibe English as their second language. In
schools of Scotland English, Gaelic and Scots are three important home languages
which receive same respect. With respect to is language learning school of Scotland
selected for current assignment English is taught as their second main language.
The main facilitates and services provided by this learning school of Scotland
comprises of Organized activities, Internet access and use of school computers,
Wireless LAN zone at school, Free certificate of course attendance, Language level
placement test at first day of classes, Language level placement test before arrival,
For adult courses: every afternoon free organized leisure program and Free
consultation about suitable college/university programs by a qualified consultant to
ensures better future and learning opportunities for its students (Yu, 2020). Thus, the
main purpose of this language learning school of Scotland is to grand all possible
facilities to students to have better understanding and knowledge about English as
their second language. The main courses taught in language learning school of
Scotland by qualified teachers comprises off general English courses, tips for exam
preparation, academic English courses, business English courses, professional
English courses along with other English courses. For the conduction of this
assignment, thirty participants were chosen from the language learning school of
Scotland, where learners came to imbibe English as their second language.
Objectives
 To explore contributions of Vygotsky’s and socio cultural theory in understanding
second language.
 To understand effectiveness of socio-cultural theories inindividuals
development.
 To explore central ideas of meditation, scaffolding and zone of proximal
development in successful implementation of second language theory.
Research questions

 What are some contributions of Vygotsky’s and socio cultural theory to
second language learning?
 What are some effectiveness of socio-cultural theories and how it can help in
individuals’ development?
 How some central ideas like meditation and zone of proximal development
help in successful implementation of second language theory?
Research methodology
In order to conduct current investigation in an effective and viable method implication
of suitable and appropriate method of research has been made a discussion of
which is provided below:
Research philosophy- Basically there are two main forms of research philosophy
consists of positivism and interpretivism out of which utilisation of interpretivism
research philosophy is suitable for current investigation as it facilities support and
better analysis of theoretical information (Park and Park, 2016). Apart from this, an
effective analysis of human behaviour and perspective is also provided by
interpretivism set of philosophy to meet and achieve set objectives in a viable
manner.
Research approach- From two main categories of research approach i.e. inductive
and deductive approach adoption of inductive approach is mores justifiable and
suitable for current investigation as it leads to better scanning and analysis of
theoretical information to lead a more valid and authentic conclusion based on in-
depth information.
Research strategy- The current investigation is based in survey strategy of
research under which a close vigilance and monitoring is kept on selected thirty
participants were chosen from the language learning school of Scotland, where
learners came to imbibe English as their second language to evaluate there
behaviours and reaction to get better analysis of contributions of Vygotsky’s and
socio cultural theory to second language learning.
Research method- Out of qualitative and quantitative method of research, adoption
of qualitative set of research method is made as it facilities better support ad
collection of theoretical and in-depth form of information. The selected topic based

on Socio cultural theory and other behavioural aspects thus, collection of theoretical
and in-depth form of information is more suitable. Thus, utilisation of qualitative
research method is justifiable for current investigation on language learning school of
Scotland (Van de Ven, and Poole, 2017).
Sources of data collection- From the two main sources of data collection which
comprises of primary and secondary form of information this study is going to use
secondary method of data collection. For current study, primary sources of data
collection has not been applied as it is time taking process and also leads to a
complex way of investigation. Thus, current research is based on secondary
information which consists of critical analysis and review of available literature along
with online articles and journals which provides all information related to
effectiveness of socio-cultural theories in learning and individual development.
Main Body
The sociocultural theory and Vygotsky’s contributions
Vygotsky’s methodological approach in regard to the relationship between speaking
processes and thought processes, provides with a conception regarding the
processes included in developing and acquiring proficient communicative capacity in
the second language (Lev Vygotsky’s Socio-Cultural Theory, 2020).To get hold of a
flavour of amalgamation of the language processes and the thought processes,
Vygotsky put forward, a basic, primary, irreducible aspect of this amalgamation. The
perspective of znachenie slovacan be taken here (Стернин, 2016).Vygotsky got
hold of the social origins of the capacity of individuals to communicate by virtue of
language, as well as putting up a research on the development and origin of the
internal mental systems, that are tremendously essential and result from the
communicative ability (Ridwan, 2019). Vygotsky (1934), in his Thinking and
Speech, analyses the znachenieslova, from three aspects(Vygotsky, 1934).These
are the genetic origin, the structural development, of and interlinkage with certain
psychological functions and associated processes, and from the functional
perspective certain psychological activity and inspiring factors (Fossa, 2017). By
virtue of this research, Vygotsky came up with revealing the actual factors that
contribute to the external and superficial appearances of the process, its associated
nature and genesis. This was a superficial aspect of Vygotsky’s sociocultural
perspective pertaining to second language adoption (Newman, 2018).

In The Question of Multilingual Children, contexts of bilingual children have been
drawn (Martínezet al., 2017).In case of putting up a research on bilingual children, an
essential and eminent factor is going beyond the surface, considering and identifying
the indicators and external traits, and to move more deeply to get hold of the internal
structures of the processes, that are prominently related with the development of
speech of children (Storch, 2017). Vygotsky analysed the source of znachenie
slova, pertaining to an individual as a system or process, that has its origin in a
child’s physical brain, and in the process of elementary thinking, along with which
individuals are born and which take shape in childhood only, such as involuntary
attention, mechanical memory, or perception (Vygotsky, 2016). These mental
processes, which are fundamental and elementary, are moulded and developed by
sociocultural situations of progress and advancement among which a child takes
birth, and by virtue of their social communication and interaction in those particular
situations (Langeloo and et.al., 2019).The participants in their interviewing sessions
depicted that the volition and the desire to communicate in the half learnt second
language in the initial classes of their language learning program among themselves
made them acquire the language in a much fluent and smooth manner.
A learners developing conception, memory and attention pave the pathway for
communication and interaction between the learner and educators and peers, where
the peers and educators attributing communicative intent to the learner’s gestures
and speeches. By virtue of this social interaction, learners get hold of communicative
intentionality, and the use of certain phrases and speechesto convey and relay
meaning-chief aspects in the process of adoption and imbibing of second language.
A qualitative and effective metamorphosis in social communication and interaction
takes place, as accomplishment of verbal interaction of meaning is done, through
phrases, speeches and development of linguistic usage, and by the potency to make
a sweeping assumption in the understanding and utilisation of speeches and
phrases. Social interaction and communication is not all possible without the
utilisation of speech and sign, in a similar manner, verbal interaction is not possible
without proper sense and meaning. To convey to one person, a certain experience,
pertaining to a content of consciousness, the experience must be aligned to a group
or class of phenomenon, in other words it should bear generalization. The process of
social interaction and communication presupposes the creation of a verbal meaning

and generalization, generalization is only possible with the conduction of social
interaction (Storch, 2017). Any type of human condition and its associated
explanation is so context bound and so complicatedly interpretive pertaining to so
many levels that, it is impossible to achieve by taking into account secluded
segments and aspects of life, and it can never be bought to a considerable worthy
conclusion beyond the shield and shelter of human doubt. So the process of learning
and teaching comprises of a series of hurdles, and the educator needs to delve deep
and eliminate the bounded awareness of the learner in order to facilitate the process
of his or her second language acquirement.
It can also be said that students or learners can learn different topics without
teachers or having someone who can teach but teachers requires learners for
teaching so, it can be said that process of teaching is incomplete without learners.
Communication skill including both oral and written is known as the key of success of
teaching and learning process because for making students able to understand
study topics and all those things which teachers teach them, require communication
skills for better interaction.
On the basis of above discussion, an analysis can be drawn that The
sociocultural theory and Vygotsky’s contributions can be effectively implemented and
adopted by the Language learning schools of Scotland as this sociocultural theory
and Vygotsky’s contributions provides an effective way for human development and
also leads to a socially medicated process to develop language preference and
cultural values and beliefs in children in an effective manner which was analysed in
the basis of behaviour of selected 30 participants. Further, Vygotsky’s theory leads
to an effective attempt to by learning schools of Scotland to explain consciousness
as the end product of socialization. For instance, in the process learning of language
i.e. while getting emphasis on English language their first utterances with peers or
adults are for the purpose of communication but once mastered they become
internalized and allow “inner speech” (Vygotsky, 2016). Therefore, an analsyis can
be made that adoption and implication of sociocultural theory and Vygotsky’s theory
would leads to a more positive impact on the language learning process of schools in
Scotland by leading full cognitive development that requires an effective social
interaction for proper language development of a student as a positive impact of

socioculture theory is seen in the behaviour and learning practises of selected 30
participants.
Self-regulation
According to Vygotsky, as an individual, secondlanguage learners take part in an
activity pertaining to social interactions, among themselves and peers or more
experienced educators. Gradually, with passage of time, learners get hold of
individuality and conscious control, by virtue of three levels of moderation and
regulation in interaction, namely, other regulation, object regulation and self-
regulation. Other regulation is a process, by virtue of which, a learner, is regulated
and controlled by another more skilled or experienced person, to say for example,
peer, adult, educator, in a social activity that is shared. In this perspective, learners
gain the ability to conduct some tasks, with the assistance of a linguistically mediated
individual like parent, educator or a more skilled and potent peer. This assistance,
which is linguistically mediated primarily refers to dialogic speech, which is regarded
as the fundamental means of conducting the other-regulation (Van Compernolle,
2019). Features that are non-linguistic, for example, facial gestures, are also
regarded as mediated assistance in this perspective. Self-regulation is primarily, a
relative phenomenon, because the learner is not essentially self-regulated in a whole
lot of various tasks, and not every learner imbibes self-regulation processes and
mechanisms, regarding to a particular task at the same time. From the perspective of
three different types of regulation, it can be comprehended that self-regulation
situates either after or as a consequence of other regulation, which involves a
behavioural process. Researchers often apply Vygotsky’s framework and conception
of self-regulation to second language acquisition. Traditional or conventional modes
of teaching primarily remains predominated by, object regulation, and/or, other-
regulation, which is to say, learners are regulated by exercises, texts or they are
other-regulated by the educators. In traditional modes of language classroom
environments, educators attempt to force upon learners to write or speak, and self-
regulation is not allowed when they are making utilisation of the target language.
Traditional educators of language learning classes, permit very little scope and
opportunity for two-way interaction, whereas on the contrary among natural settings,
learners get ample scope of self-regulation by virtue of complete interaction (Yu,

2020).The degree of self-regulation coupled with the degree of emotional and mental
flexibility controlled the quick rate of adoption of English by the students.
Thus, on the basis of reaction and behaviour of selected 30 participants for
current investigation an analysis could be drawn that Vygotsky theory promotes
secondlanguage learners to take more active part in the programmes and activities
which are pertaining to social interactions thus leads and ensures peers along with
more experienced educators to lead enhanced understanding and implication of
English as their second language. Further, it has been also analysed that with the
passage of time the selected participants has shown a better hold of individuality
along with enhancement in conscious control through the help of three levels of
moderation and regulation provided by the Vygotsky theiry. Therefore an analysis
can be made that the adoption and practical implication of Vygotsky theory leads and
ensures regular interaction of students and their individuals which leads to
development of self regulation and effective control in an individual (Yu, 2020).
Beside this, it has been also observed that in the process of adoption of socioclutural
theory and Vygotsky theory individuals comes in contact with other more skilled and
experienced persons which consist of peer, adult, educator and other social activity
is also shared that reflects a positive impact and learning behaviour for English
language as their second language in the selected 30 participants for current
investigation.
Zone of Proximal Development
Vygotsky defined the Zone of proximal Development as the distance prevailing
among the genuine and intrinsic development level pertaining to problem solving
without any guidance and the level of development of potency pertaining to solving
of problem under the guidance of any adult, or in collaboration or association of more
capable and more potent peers (Marginson and Dang, 2017). In regard to this
concept, Vygotsky, came up to establish two, levels of development in the learner.
The actual level of development is the one, which is associated with the actual
potency, devoid of the guidance of others and the other is the level of development
of potency, which is associated with the capacity, when learners get hold of
assistance from any other entities (Nguyen, 2019). Vygotsky went on to say that, the
process of learning paves the pathway for the development of ZPD.To say precisely,
the process of learning, contributes, in awakening of a whole lot of various

developmental processes, which can only function, by virtue of the learner’s
interaction and communication with educators or peers.
On the execution of these processes, these processes get included within the
development achievement of the learner that is independent.Lantolf and Appel
comes up with the opinion and argument that, educators and adults contribute to
pass instructions to learners to emerge with solutions to problems in a strategic
manner, and mould their feedback till the time the learners are potent enough to
carry out the particular tasks in an independent manner, without experiencing the
fact that they are passing through a strategic activity. What is important and crucial
to ZPD is the superior and potential development of cognition that emerges as a
consequence of the interaction and not the successful accomplishing of tasks.
Researchers also put forward the fact that, the dialogic process or the process of
interaction between a novice learner and an experienced educator or more capable
peer pertaining to second language adoption can be termed as a mutual triumph
(Pathanet al., 2018). This mutual triumph can be witnessed since the less capable
learner gets support and guidance from the experienced and the capable ones,
which is the potent benefit and privilege of social interaction. Many of the students
from the selected participants, were of the opinion that helping and effectively
communicating with the less efficient peers, contributed to their potential
acquirement of English language. One participant Florence said that, “I immensely
helped my friend Sana to initiate communication in the second language and in the
process I realised my communicative abilities in English has also increased
significantly.” By virtue of the social interaction, the experienced one successfully
executes the strategic processes, where they need to observe carefully what is easy
to the novice learner and what is difficult to the novice learner under a prolonged
sense of continuity and direction, a plan of action from the local perspective, and a
decision making process based on moment to moment interaction.
According to the idea and opinions of Ducrey and Allal, two contrasting pathways
exist from measuring ZPD that originates from divergent interpretations, fro, the
perspective of Vygotsky’s socio cultural perspective. One interpretation puts verdict
for measuring ZPD of a learner as a particular individualistic trait which manifests
particular and fixed stability from the perspective of instructional settings (Poehner
and Infante, 2017). The other interpretation states that, the measurement process

pertaining to ZPD is conducted by learner’s continuous interaction and
communication within a particular instructional setting.
Scaffolding
The psychology of Vygotsky from the sociocultural perspective and the conception of
Zone of Proximal development are situated at the centre of the process of
scaffolding. Wells in 1999, came up with the idea that scaffolding is essentially an
operationalization and implication of teaching and tutoring learners of second
language, pertaining to ZPD.On the contrary, Daniels in the year of 2001 came up
with the opinion that scaffolding only partially depicts the enrichment of the concept
of ZPD. Donato (1994) has put forward a different definition of scaffolding pertaining
to the teaching and learning process Brooks, (F.B and Donato, 1994).Itimbibesthe
idea that, scaffolding is essentially a inter-psychological process consisting of
dialogues that contributes in the elevation of the language learner’s internalisation of
knowledge by virtue of shared activities(Mitchell et al., 2019). Scaffolding comprises
of three particular traits, which are, the dialogic discourse leading to the con-
construction of knowledge of the language learner, the activities of the learner which
imbibes knowledge and knowing, and the contribution of the artefacts that intercede
or arbitrate knowing of the learner. From the perspective of educational psychology,
scaffolding points out to the process, by virtue of which educators or more potent
and capable peers assists the less capable language learners in solving their
problems and issues.
A scaffolded help according to Mercer and Fisher (1993), empower learners to
conduct and execute task, which they might fail to manage by themselves(Fisher,
1993). It also prepare learners to step into a state of competence, which will
empower them enough to conduct self-execution of tasks, bear evidence of learner’s
achievement and acquirement of strong level of competence that is independent
(Mutekwe, 2018). The most prominent features of scaffolding performed by
educators and more potent and capable peers include, getting hold and track of the
novice language learner’s attention, in order to manage the task inducing decrement
in the level of freedom, keeping the direction right to meet with the goals and
objectives, marking the features which are crucial and critical, regulating the
frustration of the learner by providing with the necessary motivation and inspiration
and coming up with models of solution. The participants of the research, said that the

success of assistance pertaining to scaffolding depends on the degree of expertise
manifested by the experienced educators and the more capable peers in managing
the interaction and communication between demands and tasks of less skilled
learners in the classroom. (Ngo, 2018).Scaffolded help on the other hand, were very
much praised by the selected participants and they were of the opinion that apart
from learning from the educator, the scaffolded help assisted the process of mutual
acquisition of the second language.
Evaluation of the theory
A whole lot of researches have been conducted in order to get hold of an
understanding of the actual and authentic developmental process pertaining to
learners, from other-regulation to the process of self-regulation (Daneshfar and
Moharami, 2018). The associated example gathered from Aljaafreh and Lantolf’s
article puts forward the fact that, mutual building of knowledge, regarding tense
markings in case of modal and main verb constructions, the educator provides with
the learners, obvious and clear feedbacks primarily (Lantolfet al., 2018). The
concerned article aims to establish the fact that this concerned idea even shapes
and moulds the appropriate way of implementation of modal auxiliary, and
subsequently with the decrement of the assistance of the educator, attracting and
locating the attention of the learners to the wrong form, till the learner acquires the
ability to correct the incorrect ones. A wide range of articles came up with the view
that, scaffolding can be extensively practiced by educators and more capable peers,
which acts as a catalyst to initiate the development of cognition of the learners
(Castrillón, 2017). Donato (1994), claimed thatpeer-scaffolding tremendously
contributes in linguistic progress and advancement of an individual, and those more-
skilled learners can initiate expansion of their own knowledge regarding second
language, and contribute to linguistic development of the co-learners-this has
actually been proved by virtue of micro genetic analysis of recorded oral activity and
dialogic events that are collaborative in nature (Lee, 2018).
Further, an analysis of research findings could also be made which is based
on behaviours and perception of 30 selected participants for current investigation
with the help of survey method. It has been observed during current investigation
that a positive and significant implication is lead by sociocultural perspective on
selected individuals through providing and leading a psycholinguistic framework for a

wide range of approaches such as task based learning, collaborative learning, etc to
lead better emphasis and learning of English as which promotes secondlanguage
learners for better understanding and effective learning process. Further, it has been
also analysed during survey of selected 30 participants that Sociocultural theory is
acting as an emerging theory in the psychology that leads important contributions
and emphasises on the role of interaction in society which makes and endures
effective individual development. It has been find out that the Vygotsky and
Sociocultural Theory stresses on the enhanced interaction between developing
people and the other culture aspects of an individual in which they live thus,
Sociocultural theory suggests and laeds to a better human learning that largely
comprises of a social process to lead better individual development through
cognition.
Limitations of the sociocultural theory
The article of Mitcell and Myles (1998) comes up with the fact that, socio-cultural
theory or perspective of Vygotsky has been aligned with a whole lot of aspects of
second language learning, starting from the development and formation of learning
strategies to the formation of lexis, still some of the aspects cannot witness
prominent explanation from the socio-cultural perspective (Finol, 2019). Some
researchers have already revealed the fact that, sociocultural theory cannot be
implemented in the context of inter-language grammar, which primarily prevails as
an abstract process in the minds of the learners, rather than completely available
among the social relationships working between the learners. Another limitation that
can be associated with Vygotsky’s socio cultural theory, is that, the theory does not
involve much information regarding biological contributions to the development of
cognition of a learner and a learner’s inherent capacity to mould his or her cognition.
Moreover, researches of reputed sociocultural theorists also bear certain limitations,
like Donato (1994) comes up with the idea that, research on second language
interactions, does not establish proof of, cooperative action, which are said to be
beneficial in problem solving activities of co-learners and peers.Nyikos and
Hashimoto in the year of 1997 depicts absence of proof from learner diaries which
only relate with learner’s spontaneous feelings of acquiring achievements, rather
than coming up with more trustworthy results, which point towards learner
acquirement of independent competence pertaining to ZPD (Golombek, 2017).