Second Language Acquisition: A Sociocognitive Perspective
Second Language Acquisition concerns the study of how a new language other than the native language is acquired and how much it is affected by disciplines such as linguistics, psychology, psycholinguistics, sociology, sociolinguistics, Sociocognitivism, etc. Second language acquisition has undergone some philosophical, educational, psychological, and linguistic changes throughout the few past decades. One of the theories through which language acquisition has been spotlighted is the sociocognitive perspective. A growing number of studies that are founded on such sociocognitive views have been undertaken in the past decade. Sociocognitive theory considers how people think and how their thinking affects their behavior and their performance in the environment. Learning in social cognitive theory is defined as an internal mental process that may or may not be reflected in immediate behavioral change (Bandura, 1986). This theory concerns the idea that much of human learning occurs in a social environment. Therefore, it is alleged that through observing others, individuals gain knowledge of rules, skills, strategies, beliefs, and attitudes. This article makes attempts to elucidate the sociocognitive perspective in learning and its influence on second language acquisition.
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