Research Article
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Year 2014, , 185 - 191, 15.10.2014
https://doi.org/10.12973/eu-jer.3.4.185

Abstract

References

  • Creswell, J. W. (1994). Research designs: Qualitative and quantitative approaches. Thousand Oaks, CA: Sage.
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf, & G. Appel (Eds), Vygotskian Approaches to Second Language Research (pp. 33-56). NJ: Ablex.
  • Flor, A. M. (2010). Does language learners benefit from classroom interaction?
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  • Jina, L. (2008). Gesture and private speech in second language acquisition. Studies in Second Language Acquisition, 30(2), 169-190.
  • Sato, M., & Lyster, R. (2012). Peer Interaction and Corrective Feedback for Accuracy and Fluency Development: Monitoring, Practice, and Proceduralization. Studies in Second Language Acquisition, 34(4), 591-626.
  • Swain, M. (1995). Three functions of output in second language learning. In G. Cook and
  • B. Seidhofer (eds.) Principles and practise in applied linguistics. Oxford, Oxford University Press.
  • Philp, J., Walter, S. & Basturkmen, H. (2010). Peer Interaction in the Foreign Language Classroom: What Factors Foster a Focus on Form?. Language Awareness, 19(4), 261-279.
  • Ohta, A. (1995). Applying Sociocultural Theory to an Analysis of Learner Discourse: Learner-Learner Collaborative Interaction in the Zone of Proximal Development. Issues In Applied Linguistics, 6(2), 93.
  • Oxford, R. & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. Modern Language Journal, 78, 12-28.
  • Wertsch, J.V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
  • Vygotsky, L. S. (1981). The development of higher forms of attention in childhood. In J. V.Wertsch, ed. The concept of activity in Soviet psychology. Armonk, NY: M.E. Sharpe, 189-239.
  • Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.

Socio-cultural Factors in Second Language Learning: A Case Study of Adventurous Adult Language Learners

Year 2014, , 185 - 191, 15.10.2014
https://doi.org/10.12973/eu-jer.3.4.185

Abstract

Sociocultural theories consider language learning as a social practice examines students as active participants in the construction of learning processes. This study investigates sociocultural theories’ central concepts, which includes peer interaction and feed back, private speech, and self-efficacy. The present study is a case study of twenty participants. The participants for this case study were from different nationalities that demonstrated a unique ability to learn languages long after the critical period. Data was collected through interviews and observations. The participant mentioned about the process and the challenges/opportunities he experienced regarding second language learning. By analyzing the learning practices of other successful adult language learners, recurring patterns revealed similarities, which were then emphasized and elaborated in second language pedagogy.

References

  • Creswell, J. W. (1994). Research designs: Qualitative and quantitative approaches. Thousand Oaks, CA: Sage.
  • Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Thousand Oaks, CA: Sage Publications.
  • Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf, & G. Appel (Eds), Vygotskian Approaches to Second Language Research (pp. 33-56). NJ: Ablex.
  • Flor, A. M. (2010). Does language learners benefit from classroom interaction?
  • Lantolf, J. P. (2000). Sociocultural theory and second language learning / edited by James P. Lantolf. Oxford [Eng.]. New York : Oxford University Press, 2000.
  • Jina, L. (2008). Gesture and private speech in second language acquisition. Studies in Second Language Acquisition, 30(2), 169-190.
  • Sato, M., & Lyster, R. (2012). Peer Interaction and Corrective Feedback for Accuracy and Fluency Development: Monitoring, Practice, and Proceduralization. Studies in Second Language Acquisition, 34(4), 591-626.
  • Swain, M. (1995). Three functions of output in second language learning. In G. Cook and
  • B. Seidhofer (eds.) Principles and practise in applied linguistics. Oxford, Oxford University Press.
  • Philp, J., Walter, S. & Basturkmen, H. (2010). Peer Interaction in the Foreign Language Classroom: What Factors Foster a Focus on Form?. Language Awareness, 19(4), 261-279.
  • Ohta, A. (1995). Applying Sociocultural Theory to an Analysis of Learner Discourse: Learner-Learner Collaborative Interaction in the Zone of Proximal Development. Issues In Applied Linguistics, 6(2), 93.
  • Oxford, R. & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. Modern Language Journal, 78, 12-28.
  • Wertsch, J.V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
  • Vygotsky, L. S. (1981). The development of higher forms of attention in childhood. In J. V.Wertsch, ed. The concept of activity in Soviet psychology. Armonk, NY: M.E. Sharpe, 189-239.
  • Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.
There are 15 citations in total.

Details

Primary Language English
Subjects Studies on Education
Other ID JA67AM52KN
Journal Section Research Article
Authors

Burhan Ozfidan This is me

Krisanna L. Machtmes This is me

Husamettin Demir This is me

Publication Date October 15, 2014
Published in Issue Year 2014

Cite

APA Ozfidan, B., Machtmes, K. L., & Demir, H. (2014). Socio-cultural Factors in Second Language Learning: A Case Study of Adventurous Adult Language Learners. European Journal of Educational Research, 3(4), 185-191. https://doi.org/10.12973/eu-jer.3.4.185
AMA Ozfidan B, Machtmes KL, Demir H. Socio-cultural Factors in Second Language Learning: A Case Study of Adventurous Adult Language Learners. eujer. October 2014;3(4):185-191. doi:10.12973/eu-jer.3.4.185
Chicago Ozfidan, Burhan, Krisanna L. Machtmes, and Husamettin Demir. “Socio-Cultural Factors in Second Language Learning: A Case Study of Adventurous Adult Language Learners”. European Journal of Educational Research 3, no. 4 (October 2014): 185-91. https://doi.org/10.12973/eu-jer.3.4.185.
EndNote Ozfidan B, Machtmes KL, Demir H (October 1, 2014) Socio-cultural Factors in Second Language Learning: A Case Study of Adventurous Adult Language Learners. European Journal of Educational Research 3 4 185–191.
IEEE B. Ozfidan, K. L. Machtmes, and H. Demir, “Socio-cultural Factors in Second Language Learning: A Case Study of Adventurous Adult Language Learners”, eujer, vol. 3, no. 4, pp. 185–191, 2014, doi: 10.12973/eu-jer.3.4.185.
ISNAD Ozfidan, Burhan et al. “Socio-Cultural Factors in Second Language Learning: A Case Study of Adventurous Adult Language Learners”. European Journal of Educational Research 3/4 (October 2014), 185-191. https://doi.org/10.12973/eu-jer.3.4.185.
JAMA Ozfidan B, Machtmes KL, Demir H. Socio-cultural Factors in Second Language Learning: A Case Study of Adventurous Adult Language Learners. eujer. 2014;3:185–191.
MLA Ozfidan, Burhan et al. “Socio-Cultural Factors in Second Language Learning: A Case Study of Adventurous Adult Language Learners”. European Journal of Educational Research, vol. 3, no. 4, 2014, pp. 185-91, doi:10.12973/eu-jer.3.4.185.
Vancouver Ozfidan B, Machtmes KL, Demir H. Socio-cultural Factors in Second Language Learning: A Case Study of Adventurous Adult Language Learners. eujer. 2014;3(4):185-91.