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1、8Vygotsky’sSocioculturalTheoryandSecondLanguageLearningInthischapterIdescribeanddiscusssomeofthemostimportantresearchstudiesthatinvestigatedtheapplicationofVygotsky’sSCTtosecondlanguageacquisition.Thischapterisdividedintofoursections.Eachpre-sentsstudiesthatfocus
2、edononeparticularprincipleofSCTsuchasthezoneofproximaldevelopment(ZPD),theroleofinteraction,activitytheory,andprivateandinnerspeech.MostofthestudiesdiscussedinthischapterareincludedinLantolfandAppel(1998)andLantolf(2000).Atthispoint,Iwouldliketoexpressmyappreciat
3、ionfortheworkofLantolf,whohasbeenoneofthestrongestadvocatesoftheapplicationofsocioculturaltheorytoSLA.HehasbeentrulyavoicecallinginthewildernesswhenthemainstreamSLAresearchcommunitywasmainlypreoccupiedwithbuildinginformationprocessingmodels.Myownworkandtheworkofo
4、therresearchersowesagreatdealtohispioneeringe√ortstointroduceSCTtothefieldofSLA.TheZoneofProximalDevelopmentIn‘‘CollectiveSca√oldinginSecondLanguageLearning,’’RichardDo-nato(1998)addressestheroleofcollectivesca√oldingintheacquisitionofFrench.Thefindingsofhisstudyre
5、vealthat,contrarytotheacceptedviewofsca√oldedhelp,inwhichhelpisprovidedbyamorecapableindividual129130ADialogicalApproachtoSLAsuchasanexpert,parent,oranadultnativespeaker,learnersatthesamelevelofsecondorforeignlanguageproficiencyappearquitecapableofpro-vidingguided
6、supporttooneanother.Hisfindingsrevealthatlearnersthem-selvescouldbeconsideredagoodsourceofL2knowledge.Collectivelycon-structedsupport(sca√olding)providesnotonlytheopportunityforinputexchangeamonglearnersbutalsotheopportunitytoexpandthelearner’sownknowledge.Donato’
7、sfindingsareimportantbecausetheyencourageustoreevaluatetheroleofinput,interaction,andnegotiationofmeaning.AsDonatorightlypointsout,underlyingtheconstructsofL2inputandoutputinmodifiedinteraction(forexample,Long1985;Swain1985)istheoutdatedconduitmetaphormodel.Intheco
8、nduitmetaphormodel,themaingoaloftheparticipantsintheinteractionisasuccessfulsendingandreceivingoflinguis-ticinformation.Althoughtosomeextentthisoutdatedmodelof
