From the Sociocultural Theory by Vygotsky to its Didactic Application: A Case Study of German Language Learning in an Italian Context
Year: 2024
Type: article
Abstract: The aim of this work is to investigate and describe the teaching methods in the field of the German language that emphasize cooperation and interaction, demonstrating how participants in a case study benefit from these approaches, ultimately enhancing their linguistic skills. The initial section of this paper will establish a theoretical framework grounded in Lev Vygotsky’s Sociocultural Theory, which underscores the significance of social interaction in cognitive development. Following this, the paper will detail the transformative changes in foreign language teaching, particularly through the lens of the Common European Framework of References for Foreign Languages (CEFR) and peer-to-peer teaching methodologies. These frameworks foster the progressive development of socio-communicative competencies essential for effective language acquisition. The concluding section will present a case study conducted within an Italian university context, involving ten students. The study adheres to the principles of peer-to-peer learning, facilitating an environment where students actively engage with one another, thereby enriching their educational experience and promoting collaborative skill development. Through qualitative data collection and analysis, this study aims to elucidate the tangible benefits of cooperative learning in mastering the German language, providing insights into best practices for future pedagogical strategies.
Author: Alessio Massa
Institution: University of Catania
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4409478430