| Popis: |
Throughout the 1990s and the first decade of the new millennium, some second language acquisition (SLA) researchers have begun to conduct research from a perspective on learner development that foregrounds the effects of situational or environmental variables on the learning process. These researchers, according to Swain and Deters (2007), privilege a “participation” metaphor over the more traditional focus on “acquisition.” Important researchers in this tradition (e.g., Lantolf, 1994; Pierce, 1995; Duff & Uchida, 1997; Norton & Toohey, 2001) have drawn upon poststructuralist social theory, as well as Vygotsky's (1978) earlier notions of learning situated in a zone of proximal development, to emphasize the influence of the learner's environment in shaping learning behaviors, and consequently language learning outcomes. |
