On Dialogism, Social Interaction, and Second Language Acquisition: A Reevaluation of Bakhtin's Dialogic Perspective in Line with Vygotsky's Pedagogical Insights
( On Dialogism, Social Interaction, and Second Language Acquisition: A Reevaluation of Bakhtin's Dialogic Perspective in Line with Vygotsky's Pedagogical Insights
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Author
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Sinan ÖZYURT
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Printing Year |
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2022
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Number |
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2022/1
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1-37
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Summary
It is aimed in this article to explicate how Mikhail Bakhtin's theory of dialogue can be applied in the field of second language acquisition (SLA) theory and research. Recently, scholars have begun to integrate Bakhtin's concepts into discussions concerning different aspects of learning a second or foreign language, and literacy learning. However, these applications of Bakhtin's ideas have been restricted by their reliance on some indirect or secondary sources. In this respect, this study aims to offer a thorough introduction to Bakhtin's dialogue theory in the context of SLA. Bakhtin's theory of dialogue, being a fundamental component of his theories related to language, culture, and identity, has been chosen specifically for its potential to shed light on interpersonal and intercultural communication. These aspects are essential subjects that have been under active discussion among SLA researchers in recent times. The present study conducts a thorough analysis of various scholarly works, emphasizing the significant potential of Bakhtin's dialogical theory within the field of second language theory and research. Built upon a philosophical inspiration for multifaceted dialogue, it presents a novel perspective on how languages, cultures, and individuals can interact. Bakhtin's distinctive approach centers on comprehending language, culture, and self from a dialogical standpoint, which effectively enriches the established viewpoints on the acquisition and learning of a second language. This perspective guides the development of an approach in which language, culture, and identity progress through interactive dialogues and intercultural exchanges. Central to Bakhtin's perspective is the recognition of the dialogical nature inherent in social interactions and relationships, grounded in his fundamental belief that language is inherently dialogic. This perspective represents a substantial contribution to SLA theories, stemming from Bakhtin's enduring influence. Moreover, Bakhtin's concepts play a crucial role in examining how language influences an individual's personal identity. In the study, by leveraging conceptual similarities, Vygotsky's educational insights are brought into play to give Bakhtin's philosophical and literary interpretation of dialogue a pedagogical dimension, too. Across the three primary domains—language, culture, and identity—the recurrent theme of their dialogical essence is emphasized as a unifying principle. By underlining the similarities and divergences among these domains, a cohesive theoretical framework is elucidated and brought into focus in this study.
Keywords
Dialogism, Social Interaction, Zone of Proximal Development, SLA
Abstract
It is aimed in this article to explicate how Mikhail Bakhtin's theory of dialogue can be applied in the field of second language acquisition (SLA) theory and research. Recently, scholars have begun to integrate Bakhtin's concepts into discussions concerning different aspects of learning a second or foreign language, and literacy learning. However, these applications of Bakhtin's ideas have been restricted by their reliance on some indirect or secondary sources. In this respect, this study aims to offer a thorough introduction to Bakhtin's dialogue theory in the context of SLA. Bakhtin's theory of dialogue, being a fundamental component of his theories related to language, culture, and identity, has been chosen specifically for its potential to shed light on interpersonal and intercultural communication. These aspects are essential subjects that have been under active discussion among SLA researchers in recent times. The present study conducts a thorough analysis of various scholarly works, emphasizing the significant potential of Bakhtin's dialogical theory within the field of second language theory and research. Built upon a philosophical inspiration for multifaceted dialogue, it presents a novel perspective on how languages, cultures, and individuals can interact. Bakhtin's distinctive approach centers on comprehending language, culture, and self from a dialogical standpoint, which effectively enriches the established viewpoints on the acquisition and learning of a second language. This perspective guides the development of an approach in which language, culture, and identity progress through interactive dialogues and intercultural exchanges. Central to Bakhtin's perspective is the recognition of the dialogical nature inherent in social interactions and relationships, grounded in his fundamental belief that language is inherently dialogic. This perspective represents a substantial contribution to SLA theories, stemming from Bakhtin's enduring influence. Moreover, Bakhtin's concepts play a crucial role in examining how language influences an individual's personal identity. In the study, by leveraging conceptual similarities, Vygotsky's educational insights are brought into play to give Bakhtin's philosophical and literary interpretation of dialogue a pedagogical dimension, too. Across the three primary domains—language, culture, and identity—the recurrent theme of their dialogical essence is emphasized as a unifying principle. By underlining the similarities and divergences among these domains, a cohesive theoretical framework is elucidated and brought into focus in this study.
Keywords
Dialogism, Social Interaction, Zone of Proximal Development, SLA