Earticle

초록

영어

In the field of L2 acquisition, the psycholinguistic perspective has been the major approach in understanding language learning. However, the nature of L2 language learning can be re-conceptualized very differently through a sociocultural approach. From this perspective, it can be said that individuals learn language by extended participation in goal-oriented practical communicative social activities with a variety of mediations (Vygotsky, 1978; Vygotsky, 1981; Vygotsky, 1986). This statement on language-learning can mean that the development of language competence may be located in the social context in which various linguistic signs are created, used, borrowed, and/or interpreted by the individual for the purposeful actions in which he or she is engaged (Kramsch, 2000). In this respect, this article examines how sociocultural perspectives have been implicated in research studies by scholars and their reflection on speech, anthropological elements, and phenomenology.

목차

Abstract
 1. Introduction
 2. Sociocultural Perspective on Talk
  2.1 Speech Activity
  2.2 Classroom Interaction
 3. Sociocultural Perspective on Anthropological Elements
 4. Sociocultural Perspective on Phenomenology
 5. Conclusion
 References

키워드

저자

• Sun Mee Chang [ 장선미 | Hoseo University ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  언어학연구 [Journal of Linguistic Studies]

• 간기

  연3회

• pISSN

  1226-9859

• 수록기간

  1996~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 700 DDC 400