Digital Language Learning: A Sociocultural Theory Perspective

Autor/inn/en	Lantolf, James P.; Xi, Jiao
Titel	Digital Language Learning: A Sociocultural Theory Perspective
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 57 (2023) 2, S.702-715 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3218
Schlagwörter	Sociocultural Patterns; Second Language Learning; Second Language Instruction; Computer Assisted Instruction; Misconceptions; Learning Theories; Native Language; Computer Simulation; Psychological Patterns; Teaching Methods; Transfer of Training; Linguistic Input + Suchen Sie Ihr Suchwort? Soziokulturelle Theorie; Zweitsprachenerwerb; Fremdsprachenunterricht; Computer based training; Computerunterstützter Unterricht; Missverständnis; Learning theory; Lerntheorie; Computergrafik; Computersimulation; Teaching method; Lehrmethode; Unterrichtsmethode; Training; Transfer; Ausbildung; Sprachbildung
Abstract	The article reviews Digital Language Learning (DLL) research that has used principles and concepts of Sociocultural Theory (SCT) to support the research. We explain several key principles of the theory and shows how they have been misused or used in a superficial way in the DLL research. These include the assumption that SCT is a social rather than a psychological theory as well as misinterpretation of the central concepts of imitation and the Zone of Proximal Development. The article argues that the assumption that Virtual Reality pedagogy--which claims it is a means to avoid a parasitic relationship between L1 and L2--is problematic and not supported by an SCT perspective because the theory assigns a central role to L1 in all aspects of psychological development. It also argues that DLL pedagogy that seeks to avoid explicit instruction in favor of implicit learning through comprehensible input may well hinder full development of a new language. Finally, the article suggests ways in which DLL and SCT-based language pedagogy can be integrated into a coherent instructional program. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01