2.1.2 Sociocultural theories of SLA
In contrast to interactionist research, Block (2003) proposed the “social turn” taken by the field of SLA, and variations of socially based theories and approaches have flourished.
For example, socio-cognitive paradigms (Kern & Warschauer, 2000), which view language as social and place emphasis on the role of cultural context and discourse, are often
used in the research on telecollaboration. Many studies have been influenced by sociocultural theory (Belz, 2002; Thorne, 2003; Ware, 2005). In the Vygotskian perspective,
language is viewed as a mediating tool for learning, and the entire language learning process must by necessity be a dialogic process (see, e.g., Basharina, 2007; Blin, 2012,
who rely on Activity Theory and Cultural Historical Activity Theory, respectively, for their analyses of telecollaboration).
Other studies make visible the development of linguistic, pragmatic, and intercultural competence in both intra-class telecollaboration (e.g., Abrams, 2008) and inter-class
interactions (e.g., Belz & Thorne, 2006; Jin & Erben, 2007). Chun (2011) reports on advanced German learners in the United States engaging online with advanced English
learners in Germany, as they used different types of speech acts to indicate their pragmatic ability and to show their developing ICC. Specifically, some learners realized that they
could exhibit curiosity and interest (a component of ICC) by engaging in multi-turn statements and did not need to use questions to convey their intent.