The sociocultural perspective is based on the work of Vygotsky who asserted that the mechanism underlying development, including linguistic development, occurs through social interaction (Eun and Lim 17). Learning occurs when "an individual interacts with an interlocutor within his or her zone of proximal development (ZPD) -- that is, in a situation in which the learner is capable of performing at a higher level because there is support from an interlocutor" (Lightbown and Spada 47). Eun and Lim add that the developmental process is always initiated between people and only gradually moves into the individual's psychological plane (17). In other words, people develop through interactions with others that are conducted primarily be means of the linguistic system. According to Eun and Lim, the two key concepts of Vygotsky's theory are mediation and meaning (15). "Mediation refers to the process by which socially meaningful activities transform impulsive, unmediated, and natural behavior into higher mental processes through the use of instruments or tools," (Eun and Lim 15). The three major categories of mediation, according to Eun and Lim, are material tools (such as picture cards), symbolic systems (such as silently rehearsing words to be remembered), and mediation through another human being (such as an adult helping a child) (15). Meaning is the second of Vygotsky's key concepts. Eun and Lim explain that humans develop the ability to acquire meaningful speech in their interactions with others (16). In fact, in the initial stages of language acquisition, people first focus on the meaning of words and only later focus on the forms. Eun and Lim assert that "mutual understanding of the meaning contained in the speech of interlocutors is what makes linguistic...

According to Eun and Lim, "One of the best ways to structure instruction in a form that is meaningful for learners is to connect it to their real lives in the real world" (22). There are potential disadvantages to this perspective as well. First of all, language acquisition depends on exposure and, as Eun and Lim explain, not all types of oral interaction have equal potential to enhance the second language acquisition process (22). Additionally, for some recent immigrants who live in communities where mostly their original language is spoken, the classroom if often the only place they are exposed to the new language. Therefore it can be difficult to ensure the learner has adequate interactions. Secondly, according to Eun and Lime, the teacher's role is one of "director of the social environment" (23). Therefore the teacher has to be willing to give up some control and just create an instructional environment that is conducive to social interaction. Finally, providing linguistic interactions that are in each student's zone of proximal development requires an extensive knowledge of each student's abilities and quite a bit of time planning.
Works Cited

Eun, Barohny and Hye-Soon Lin. "A Sociocultural View of Language Learning: The Importance of Meaning-Based Instruction." TESL Canada Journal 27.1 (2009): 13-27. Academic Search Premier. Web. 8 June 2011.

Harrington, Michael. "Cognitive Perspectives on Second Language Acquisition." In Robert B. Kaplan (Ed.), The Oxford Handbook of Applied Linguistics (pp. 124-140) New York: Oxford University Press. Print.

Lightbown,…