Sociocultural Theory
Current
conceptualizations of a sociocultural view draw heavily on the work of Vygotsky
and his ideas about how learning takes place in the mind. A number of concepts
are central to the Vygotskian sociocultural theory. One is the notion of the Zone
of Proximal Development (ZPD). The ZPD refers to “the distance between
the actual development level as determine by independent problem solving and
the level of potential development as determined through problem solving under
adult guidance or in collaboration with more capable peers”. The notion of ZPD
highlights the central role of collaboration in mediating learning and
cognitive development. When learners collaborate within the ZPD, the act of
collaboration pushes them towards higher levels of development, enabling them
to learn what they are capable of learning. At every stage of the learning
process, peers who negotiate within their ZPD are likely to reach a more
sophisticated developmental level within their potential ability.
Another
key concept is the notion of scaffolding. Scaffolding refers to
the supportive environment created through the guidance and feedback learners
receive during collaboration. When learners collaborate with others, they
master what they have not been able to master independently. This happens
particularly when learners interact with a more capable person. In such cases,
the less capable participant’s language skills can be expanded and elevated to
a higher level of competence.
The
third concept developed from a Vygotskian framework is the notion of regulation.
According to Vygotsky, learning is both a social process and a process of
moving from object-regulation to other-regulation to self-regulation.
Object-regulation is a stage where the learner’s behavior is controlled by
objects in their environment. For example, at early stages of learning an L2,
learners may be able to respond to only the stimuli that are available in
here-and-now contexts. AS they progress, they can respond to more abstract
entities. Other-regulation refers to situations when the learner has gained some
control over the object, but still needs the help or guidance of others. Self-regulation
occurs when the learner becomes skilled and able to act autonomously.
Regulation
can be of three kinds: object, other- and self-regulation. When people have yet
to learn how to control their world and themselves in the context of carrying
out a given activity, they orient towards objects. That is, they are initially object
regulated. People can also orient during an event towards other people
and thus they can be other-regulated. This happens
characteristically when they participate in new, complex activities with the
aid of other co-participants. For example, initial cooking-together sessions between
a child and a parent may involve the parent assisting the child to break down
the steps of cooking into more manageable actions, many instruction-giving
events, some modeling and even some intermittently taking over for parts of the
activity where the child is estimated to need help, such as when chopping
vegetables with a sharp knife. At the highest level of regulation, people orient
to their own mental activity. That is, they are self-regulated, if they
are capable of carrying out an activity largely independently.
전공공부를 하다가 ZPD에 대한 설명이 잘 되어있는것 같아서 책어서 발췌하여 올립니다. 보통 ZPD에 대한 설명에 현재 학습수준, 잠재적 학습수준, Scaffolding정도만 나와있는데 여기에는 Regulation에 대한 설명이 나와있어서, 흥미있어서 이부분만 타자로 쳤습니다. 같이 공유할 수 있으면 좋겠습니다.
인용: 윤도형 전공영어 연구소 심화/기출문제 확인편