Vygotsky's View of Foreign Language Learning

Abstract

The purpose of this paper is three-fold: (1) to clarify Vygotsky’s theory (mediational development, personality development, and affective development), (2) to investigate Vygotsky’s view of foreign language learning by reviewing his two works, and (3) to propose an L2 concepts developmental model which emphasizes the role of ‘uptake.’ State-of-the-art Vygotsky studies postulate that there are three robust pillars established by Vygotsky: mediational development of human higher mental functions, personality development by new formations, and Spinozistic monistic emotion development. Vygotsky’s view of foreign language learning metaphorically states that the development of the foreign language moves from above to below. ‘Above’ means that foreign language learning begins with conscious awareness and volitional and voluntary mastery of language. His keen insight reveals that both volition and voluntariness develop through the gate of scientific concepts. Lastly but not least, the article proposes an L2 concept formation model of second language appropriation. Although the model replicates a computational model of second language acquisition, it emphasizes the development of not L2 knowledge but L2 concepts and marks the role of ‘uptake’ which is associated with ‘intake.’ Vygotsky has a distant view of personality development which originates in the movement from concept development to self-consciousness arousal.