ABSTRACT
In the early 2000s, second language (L2) acquisition (SLA) began experiencing a social turn with a growing number of researchers and scholars becoming interested in exploring the various social or learner-external factors involved in the L2 learning process. Due to its influence in instructed SLA research and its focus on educational contexts, this chapter provides a brief overview of some of the central tenets of Sociocultural Theory before considering its relationship to the L2 classroom. Sociocultural Theory is a sociocognitive approach to learning in general, one that is not specific to language learning. Since Sociocultural Theory sees humans’ mental processes and cognitive development as being facilitated primarily through social interactions with peers, family, and others; the acquisition of knowledge occurs as a result of exposure to these interactions. Sociocultural Theory provides theoretical and empirical support for L2 pedagogy in several ways.
