Although Vygotsky and Krashen come from entirely different backgrounds, the application of their theories to second languageteaching produces similarities.
Influence or coincidence, Krashen's input hypothesis resembles Vygotsky's concept of zone of proximal development. According to the input hypothesis, languageacquisition takes place during human interaction in an environment of the foreign language when the learner receives language 'input' that is one step beyond his/her current stage of linguistic competence.For example, if a learner is at a stage 'i', then maximum acquisition takes place when he/she is exposed to 'Comprehensible Input' that belongs to level 'i + 1'.
Krashen's acquisition-learninghypothesis also seems to have been influenced by Vygotsky. Although Vygotsky speaks of internalization of language while Krashen uses the term language acquisition, both are based on a common assumption:interaction with other people. The concept of acquisition as defined by Krashen and its importance in achieving proficiency in foreign languages, can be a perfect application of Vygotsky's view ofcognitive development as taking place in the matrix of the person's social history and being a result of it.
Even the distinct concepts in Krashen's acquisition theory and Vygotsky's sociocultural theoryare not conflicting but complementary in providing resources for language teaching methodology.
By explaining human language development and cognitive development, Vygotsky's theory serves as a strongfoundation for the modern trends in applied linguistics. It lends support to less structured and more natural, communicative and experiential approaches and points to the importance of earlyreal-world human interaction in foreign language learning.
Name: Anabel Romero
Practical assignment 2:
• Examples of scaffolding:
These are scaffolding activities that are used in the software...