Dynamic Systems Theory and Sociocultural Theory: Some Connections and Distinctions
Issue: Vol 3 No. 1 (2016)
Journal: Language and Sociocultural Theory
Both Dynamic Systems Theory and Sociocultural Theory consider second language development to be complex and dynamic, taking place through change across time. However, each has a different theoretical/methodological perspective, the former focusing on this process primarily as interconnected self-organizing systems and the latter as tied to the psychological development of consciousness as derived through experience across cultural historical contexts of activity. Nonetheless, there are shared elements that deserve recognition and consideration, particularly as regards future research.
Author: Steven G. McCafferty
Ben-Eliyahu, A., and Linnenbrink-Garcia, L. (2015). Integrating the regulation of affect, behavior, and cognition into self-regulated learning paradigms among secondary and post-secondary students. Metacognition and Learning, 10 (1): 15–42.
Bernacki, M. L., Nokes-Malach, T. J., and Aleven, V. (2015). Examining self-efficacy during learning: variability and relations to behavior, performance, and learning. Metacognition and Learning, 10 (1): 99–117.
Dema, A. (2015). The development of language and identity: A sociocultural study of five international graduate students living in the US. Unpublished doctoral dissertation, Department of Educational Psychology and Higher Education, University of Nevada, Las Vegas.
Newman, F. and Holzman, L. (1993). Lev Vygotsky, Revolutionary Scientist, New York: Routledge.
Vygotsky, L.S. (1994). The problem of the environment. In van der Veer, R. and J. Valsiner (Eds), The Vygotsky Reader, 338–354. Oxford, Blackwell Press.
Vygotsky, L. S. (1987). The Collected works of L. S. Vygotsky: Vol. 2. Fundamentals of Defectology (R. W. Reiber and A. S. Carton, (Eds), New York: Plenum Press.