Sociocultural Theory and the Genesis

Leading practitioners in the field of SLA explain their sociocognitive perspectives on language learning.
Integrates theory, research, and practice on the learning of second and foreign languages as informed by sociocultural and activity theory. It familiarizes students, teachers, and other researchers who do not work within the theory with its principal claims and constructs in particular as they relate to second language research. The book also describes and illustrates the use of activity theory to support practical and conceptual innovations in second language education.
Many applied linguists take either a cognitive or a social perspective in explaining language. This volume, edited by Rob Batstone, explores ‘Sociocognition’, a means of examining second language use and learning by stressing the dual roles of both cognitive and social factors.

Written by leading second language acquisition theorists
Explains the importance of sociocognition in relation to current second language acquisition (SLA) theories
Describes the effectiveness of different forms of classroom feedback
Covers the interpersonal aspects of language learning, and interaction in a variety of classroom and naturalistic settings
Recommended reading for applied linguistics graduates, SLA researchers, language teachers and trainee teachers