Sociocultural Theory in Second Language Acquisition: A Synthesis of Praxis, Genetic Methodology, and Empirical Research

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Abstract

This paper provides a survey of praxis-informed SLA research in Sociocultural Theory (SCT) by discussing how theory and methodology evolved through the years, emphasizing its move away from observation towards more transformative and practice-oriented research methods reflecting a Vygotskyan requirement for theory to be validated by practice. This paper is organized from the three main perspectives: (i) major research strands, such as concept-based teaching, dynamic assessment, and the study of private speech/gesture to show how they can act as mediators for L2 development as a psychological tool; (2) the genetic approach, which is considered to be a main model for developmental analysis; and (3) the formulation of praxis, where theory informs teaching and learning. The paper discusses in a dialectical way the interaction between theory and practice by describing how theoretical constructs, such as the Zone of Proximal Development or mediation, are operationalized through interventionist DA approaches. Finally, it focuses on the new trends and potential future directions in SCT-SLA studies, highlighting its increasingly expanding global relevance and potential for promoting L2 instruction.

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