A Sociocultural Perspective on Second Language Learner Strategies: Focus on the Impact of Social Context

• Published in: Theory into practice 2011-04, Vol.50 (2), p.141-148
• Main Authors: Jang, Eun-Young, Jiménez, Robert T.
• Format: Article
• Language: English
• Subjects: Academic Achievement; Classroom discussion; Classroom Environment; Classroom techniques; Cognition & reasoning; Cognitive Style; Context Effect; Cultural Differences; Differences; English as a second language; English language learners; Language acquisition; Language Skills; Learning; Learning environment; Learning Strategies; Learning styles; Personality; Personality Traits; Power Structure; Second Language Learning; Second Languages; Social Environment; Social psychology; Sociocultural factors; Sociocultural Patterns; Students; Teachers; Teaching methods
• ISSN: 0040-5841; 1543-0421
• DOI: 10.1080/00405841.2011.558443

Studies on second language (L2) learners' strategies tended to characterize strategies as individual learners' cognitive predispositions or personality traits, leaving a critical question unanswered: Why do learners use different strategies in different contexts? From a sociocultural perspective, this article pursued this question by focusing on the impacts of the classroom context and the broader social context on the use of L2 learner strategies. The authors argue that the emergence, use, and distribution of L2 strategies cannot be fully understood without examining the specific social relationships and power relations in the language classroom. By highlighting the situated aspect of L2 learner strategy development, therefore, this article attempt to help educators construct a learning environment that can facilitate L2 learners' use of productive strategies to enhance their language learning.