ABSTRACT
This chapter explicates the concept of perezhivanie and its consequences for SLA research. Specifically, it discusses the potential to understand development through investigating the perezhivanie of learning in general, and ways in which the concept can be applied to investigating L2 learning in particular. We begin by discussing the historical and philosophical context from which the concept of perezhivanie emerges in Vygotsky’s theory, briefly outline its implications and interpretations, and conclude with an examination of its potential theoretical and methodological contribution to SLA research.
