Socio-cultural acquisition of English language through games to the primary level learners of tribal community in Maruthamalai region
Keywords:
primary language, secondary language, society, interaction, rules, formulas, acquisition, learning, collaborationAbstract
Language acquisition is the most successful part in second language learning. Though there are various methods and theories for language learning, most of them does not emphasize on collaborative learning with the society. Primary language (L1) is acquired by the learners with this collaborative method of learning. A child acquires the language by observing the society and interacting with the members of the society day by day. This is not happening in a second language classroom (L2) where learning is happening with a set of rules and formula. Theoretical aspects of the second Language are acquired but practical implication of the rules in their speaking is not acquired. Socio-cultural theory of language acquisition emphasizes the importance of social and collaborative aspects of learning where the cultural and social setup of the language classroom is modified with relevance to the second language that helps in making the language learning naturally. This paper is an experimental study on implementing Socio-cultural theory of language acquisition to the primary learners of tribal community in Maruthamalai region using games that helps in catalysing the Second language acquisition.
Downloads
References
Alcivar, M. S. G., Pérez, A. V., Gilert, B. I. C., & Gámez, M. R. (2017). Zeolite in wastewater decontamination as a local development solution. International Journal of Life Sciences, 1(3), 1–13. https://doi.org/10.21744/ijls.v1i3.52
Carson, J. and Leki, I., 1997. “Completely different worlds: EAP and the writing experiences of ESL students in university courses.” TESOL Quarterly, 31 (1), 39- 55.
Donato, R., 1994. Collective scaffolding in second language learning. In: Lantolf, J. P., ed. Vygotskian approaches to second language research. London: Ablex Publishing, 3356
Donato, R., 2000. “Sociocultural contributions to understanding the foreign and second language classroom.” In: Lantolf, J. P., ed. Sociocultural theory and second language learning. Oxford University Press, 27-50
Ellis, R., 2000. “Task-based research and language pedagogy.” Language Teaching Research, 4(3), 193-220
Gibbons, P., 2002. Scaffolding language, scaffolding learning teaching second language
Horowitz, D., 1986. Process not product: less than meets the eye. TESOL Quarterly, 20 (1), 445-462
Kozulin, A. and Presseisen, B. Z., 1995. “Mediated learning experience and psychological tools: Vygotsky’s and Feuerstein’s perspectives in a study of student learning.” Educational Psychologist, Vol. 30 (2), 67-75
Kozulin, A., 2002. Sociocultural theory and the mediated learning experience. School Psychology International, Sage Publications
Kubota, R., 1997. “Voices from the margin: second and foreign language teaching approaches from minority perspectives.” The Canadian Modern Languages, 54 (3) 394-412
Kumaravadivelu, B., 2006. “TESOL methods: changing tracks, challenging trends.” TESOL Quarterly, 40 (1), 59-81
Lantolf, J.P., 2000. “Introducing sociocultural theory.” In: Lantolf, J. P., ed. Sociocultural theory and second language learning. Oxford University Press, 1-26
Lantolf, J.P., and Appel, G., 1994. Theoretical framework: an introduction to Vygotskian approaches to second language research. In: Lantolf J. P., ed. Vygotskian approaches to second language research. London: Ablex Publishing, 1-32
learners in the mainstream classroom. NH: Heinemann, Portsmouth
Nayak, S., Bhanuprakash, P. N., Shariff, M. A., & Nivedita, N. (2022). Comparative study of hearing assessment in normal and high risk infants by newborn hearing screening methods in a tertiary care institute. International Journal of Health Sciences, 6(S2), 10354–10359. https://doi.org/10.53730/ijhs.v6nS2.7680
Parrila, R. K., 1995. Vygotskian views on language and planning in children. School Psychology International. Sage Publications
Rogoff, B., 1990. Apprenticeship in thinking, cognitive development in social context. USA: Oxford University Press
Seedhouse, P., 1999. “Task-based Interaction.” ELT Journal, 53 (3), 149-156
Seedhouse, P., 2004. The Interactional architecture of the language classroom: a conversation analysis perspective. USA: Blackwell Publishing
Shayer, M., 2002. “Not just Piaget, not just Vygotsky, and certainly not Vygotsky as an alternative to Piaget.” In: Shayer, M., ed. Learning intelligence, cognitive acceleration across the curriculum from 5 to 15 years. UK: Open University Press
Simister, J., 2004. “To think or not to think: a preliminary investigation into the effects of teaching thinking.” Improving Schools, Sage Publications, 7 (3), 243-254
Suryasa, I. W., Rodríguez-Gámez, M., & Koldoris, T. (2021). Get vaccinated when it is your turn and follow the local guidelines. International Journal of Health Sciences, 5(3), x-xv. https://doi.org/10.53730/ijhs.v5n3.2938
Tzuriel, D., and Kaufman, R., 1999. “Mediated learning and cognitive modifiability: dynamic assessment of young ethiopian immigrant children to Israel.” Journal of Cross Cultural Psychology, Sage Publications
Wertsch, J., 1985. Vygotsky and the social formation of mind. UK: Harvard University Press
Williams, M. and Burden, R., 1997. Psychology for language teachers, a social constructivist approach. UK: Cambridge University Press
Zimmerman, C. B., 1997. Do reading and interactive vocabulary instruction make a difference? an empirical study. TESOL Quarterly, 31 (1), 121- 140
Published
How to Cite
Issue
Section
Copyright (c) 2022 International journal of health sciences
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Articles published in the International Journal of Health Sciences (IJHS) are available under Creative Commons Attribution Non-Commercial No Derivatives Licence (CC BY-NC-ND 4.0). Authors retain copyright in their work and grant IJHS right of first publication under CC BY-NC-ND 4.0. Users have the right to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal, and to use them for any other lawful purpose.
Articles published in IJHS can be copied, communicated and shared in their published form for non-commercial purposes provided full attribution is given to the author and the journal. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
This copyright notice applies to articles published in IJHS volumes 4 onwards. Please read about the copyright notices for previous volumes under Journal History.
