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    The effects of Vygotsky’s sociocultural theory on second language acquisition and language Input

    Efectos de la teoría sociocultural de Vygotsky en el aprendizaje de una segunda lengua y aporte lingüístico

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    Villamizar Castrillón, Leidy Johanna
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    http://revistas.ustabuca.edu.co/index.php/ESPIRAL/article/view/1780
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    TY - GEN T1 - The effects of Vygotsky’s sociocultural theory on second language acquisition and language Input T1 - Efectos de la teoría sociocultural de Vygotsky en el aprendizaje de una segunda lengua y aporte lingüístico AU - Villamizar Castrillón, Leidy Johanna PB - Universidad Santo Tomás seccional Bucaramanga AB - Objective. The present reflection article derives from a Diploma Course on Updating Teaching English Practices with Emphasis on Designing Learning Experiences, which took place at Universidad Industrial de Santander, Colombia. It is aimed at reflecting upon the key role of comprehensible input and social interactions between second language learners, teachers, peers and a meaningful learning environment. In addition, a revolutionary teaching model called SIOP for English learners will be described in terms of definition, justification and application to the classroom.Methodology. This paper is framed within a documentary research that, from a hermeneutic perspective, makes reference not only to the methodology, assignments and resources used for second language acquisition in a formal academic setting, but also to the suitable language input students should be encountered with to reach higher order thinking processes and develop outstanding communicative skills. The results of this conceptual analysis, focused on the Sociocultural Theory elaborated by the psychologist Lev Vygotsky, have allowed us to examine how a second language is learned successfully if teachers are able to manipulate input through effective scaffolding techniques which are thought to offer support to each student throughout the learning process until they can progressively get rid of it.Results. The impact of the Socio-cultural Theory by Vygotsky on second language acquisition leads us to suggest the SIOP as a new approach towards English teaching. This emphasizes the use of comprehensible input that is highly beyond students’ level of competence and multiple interactions at all levels throughout the lesson from the preparation and delivery to the assessment stage. ER - @misc{11634_11142, author = {Villamizar Castrillón Leidy Johanna}, title = {The effects of Vygotsky’s sociocultural theory on second language acquisition and language InputEfectos de la teoría sociocultural de Vygotsky en el aprendizaje de una segunda lengua y aporte lingüístico}, year = {}, abstract = {Objective. The present reflection article derives from a Diploma Course on Updating Teaching English Practices with Emphasis on Designing Learning Experiences, which took place at Universidad Industrial de Santander, Colombia. It is aimed at reflecting upon the key role of comprehensible input and social interactions between second language learners, teachers, peers and a meaningful learning environment. In addition, a revolutionary teaching model called SIOP for English learners will be described in terms of definition, justification and application to the classroom.Methodology. This paper is framed within a documentary research that, from a hermeneutic perspective, makes reference not only to the methodology, assignments and resources used for second language acquisition in a formal academic setting, but also to the suitable language input students should be encountered with to reach higher order thinking processes and develop outstanding communicative skills. The results of this conceptual analysis, focused on the Sociocultural Theory elaborated by the psychologist Lev Vygotsky, have allowed us to examine how a second language is learned successfully if teachers are able to manipulate input through effective scaffolding techniques which are thought to offer support to each student throughout the learning process until they can progressively get rid of it.Results. The impact of the Socio-cultural Theory by Vygotsky on second language acquisition leads us to suggest the SIOP as a new approach towards English teaching. This emphasizes the use of comprehensible input that is highly beyond students’ level of competence and multiple interactions at all levels throughout the lesson from the preparation and delivery to the assessment stage.}, url = {} }RT Generic T1 The effects of Vygotsky’s sociocultural theory on second language acquisition and language Input T1 Efectos de la teoría sociocultural de Vygotsky en el aprendizaje de una segunda lengua y aporte lingüístico A1 Villamizar Castrillón, Leidy Johanna PB Universidad Santo Tomás seccional Bucaramanga AB Objective. The present reflection article derives from a Diploma Course on Updating Teaching English Practices with Emphasis on Designing Learning Experiences, which took place at Universidad Industrial de Santander, Colombia. It is aimed at reflecting upon the key role of comprehensible input and social interactions between second language learners, teachers, peers and a meaningful learning environment. In addition, a revolutionary teaching model called SIOP for English learners will be described in terms of definition, justification and application to the classroom.Methodology. This paper is framed within a documentary research that, from a hermeneutic perspective, makes reference not only to the methodology, assignments and resources used for second language acquisition in a formal academic setting, but also to the suitable language input students should be encountered with to reach higher order thinking processes and develop outstanding communicative skills. The results of this conceptual analysis, focused on the Sociocultural Theory elaborated by the psychologist Lev Vygotsky, have allowed us to examine how a second language is learned successfully if teachers are able to manipulate input through effective scaffolding techniques which are thought to offer support to each student throughout the learning process until they can progressively get rid of it.Results. The impact of the Socio-cultural Theory by Vygotsky on second language acquisition leads us to suggest the SIOP as a new approach towards English teaching. This emphasizes the use of comprehensible input that is highly beyond students’ level of competence and multiple interactions at all levels throughout the lesson from the preparation and delivery to the assessment stage. OL Spanish (121)
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    Abstract
    Objective. The present reflection article derives from a Diploma Course on Updating Teaching English Practices with Emphasis on Designing Learning Experiences, which took place at Universidad Industrial de Santander, Colombia. It is aimed at reflecting upon the key role of comprehensible input and social interactions between second language learners, teachers, peers and a meaningful learning environment. In addition, a revolutionary teaching model called SIOP for English learners will be described in terms of definition, justification and application to the classroom.Methodology. This paper is framed within a documentary research that, from a hermeneutic perspective, makes reference not only to the methodology, assignments and resources used for second language acquisition in a formal academic setting, but also to the suitable language input students should be encountered with to reach higher order thinking processes and develop outstanding communicative skills. The results of this conceptual analysis, focused on the Sociocultural Theory elaborated by the psychologist Lev Vygotsky, have allowed us to examine how a second language is learned successfully if teachers are able to manipulate input through effective scaffolding techniques which are thought to offer support to each student throughout the learning process until they can progressively get rid of it.Results. The impact of the Socio-cultural Theory by Vygotsky on second language acquisition leads us to suggest the SIOP as a new approach towards English teaching. This emphasizes the use of comprehensible input that is highly beyond students’ level of competence and multiple interactions at all levels throughout the lesson from the preparation and delivery to the assessment stage.
     
    Objetivo. El presente artículo de reflexión se deriva del Diplomado en Actualización de Prácticas de Enseñanza del Inglés con énfasis en el Diseño de Experiencias de Aprendizaje, el cual tuvo lugar en la Universidad Industrial de Santander, Colombia. Tiene como objetivo suscitar una reflexión acerca del papel fundamental del input comprensible y las interacciones sociales entre los estudiantes de una segunda lengua, docentes y compañeros en un espacio de aprendizaje significativo. Adicionalmente, un modelo de enseñanza revolucionario llamado SIOP para estudiantes de inglés será descrito en términos de su definición, justificación y aplicación al aula de clase.Metodología. El enfoque está enmarcado en la investigación documental que desde una visión hermenéutica hace referencia no solo a la metodología, tareas y recursos utilizados para la adquisición de una segunda lengua en un escenario académico formal, sino también al aporte lingüístico apropiado con el cual los aprendices deben interactuar con el fin de alcanzar procesos de pensamiento complejos y desarrollar habilidades comunicativas sobresalientes. Los resultados de esta profundización conceptual, enfocada en la teoría sociocultural elaborada por el sicólogo Lev Vygotsky, han permitido examinar cómo se aprende una segunda lengua exitosamente, si los docentes intentan manipular el input adecuadamente por medio de estrategias de soporte o andamiaje, las cuales están diseñadas para ofrecer apoyo a los estudiantes a lo largo de su proceso de aprendizaje hasta que puedan progresivamente deshacerse de ellas.Resultados. Los aportes de la Teoría Sociocultural de Vygotsky en el aprendizaje de una segunda lengua llevan a sugerir el SIOP como un nuevo enfoque hacia la enseñanza del inglés. Esta estrategia se enfoca en el uso del input comprensible que está significativamente por encima del nivel de competencia de los estudiantes, así como en las múltiples interacciones a diferente nivel a lo largo de la clase, desde la preparación y la instrucción hasta la etapa de evaluación.
     

     

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