Russian Linguistic Bulletin (Mar 2018)

THE CONTRIBUTION OF SOCIOCULTURAL THEORY TO THE PROBLEM OF INSTRUCTIONAL INTERACTIONS IN THE SECOND LANGUAGE CLASSROOM

  • Chernova, N.A.,
  • Koroleva, N.E.,
  • Sakhapova, F.H.

DOI
https://doi.org/10.18454/RULB.13.02
Journal volume & issue
no. 1
pp. 24 – 26

Abstract

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The article deals with the concept of a continuum of regulation being also important to understanding Vygotsky’s view of cognitive development which clearly suggests that communicative collaboration with adults or more skilled peers contributes to the development of self-regulation, that is, the capacity for independent problem solving and self-directed activity. Attention is drawn to the fact that in the language classroom, using sociocultural theory and its tenets as a framework, we would see a highly interactive classroom, where the students’ zone of proximal development is identified through strategies such as portfolios, and dialogue journals. Necessity of compiling a textbook based on the above-mentioned principles is stressed.

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