An Overreview of the Sociocultural Theory and Vocabulary Development

*Coresponding author. E-mail address: Alikhaled923@gmail.com Peer reviewed under reponsibility of Universitas Muhammadiyah Sidoarjo. © 2018 Universitas Muhammadiyah Sidoarjo, All right reserved, the CC BY license (http://creativecommons.org/licenses/by/4.0/ Review Article An Overreview of the Sociocultural Theory and Vocabulary Development Khaled Ali Mohammed Alkurtehe School of Language, Civilization and Philosophy Sintok-Kedah-Malaysia, 06010


Introduction
"The aim of any foreign language teaching and learning is to develop competence of a foreign language learner to make him/her competent in establishing successful communication" (Al-Dersi, 2013).This means looking at the elements for increasing communication competence is important.Grammar, vocabulary, listening, reading, and so on Vegotesky theory is a paramount for the vocabulary development with its multidimensional approach, which has the impact on the cognitive affective contextual aspects and social cultural theory(SCT) is the mental development of specific sp It also concerns mediation and the different kinds of mediation tools adopted and valued by society.This paper highlighted that learning as a mediated process in social in origin and then becomes individual as a result of linguistically mediated interaction between the child and more experienced members of the society including parents, teachers, and peers.The relation of mediation of SCT and environment is to enhance vocabulary development in teaching EFL students.It also helps EFL students to use the target language in their daily life .With the help of this theory, the students can master vocabulary and improve their language.This theory focuses on the interaction with the students and shows the social environment.It links h the trainer, if a child/student gets a guidance in an appropriate way he/she can learn more and can enhance his/her capacity of learning.This study tried to look at the influence of SCT on learning and teaching vocabulary.Consequently, This study ends the use of the SCT while teaching EFL Libyan learners to enhance English scaffolding; ZPD; EFL students; mediation Alkurtehe, K., Dzakiria, H. (2018).An Overreview of the Sociocultural JEES (Journal of English Educators Society), 3(1), 41-50.
"The aim of any foreign language teaching and learning is to develop competence of a foreign language learner to make him/her competent in establishing successful Dersi, 2013).This means looking at the elements for increasing ion competence is important.Grammar, vocabulary, listening, reading, and so on Vegotesky theory is a paramount for the vocabulary development with its multidimensional approach, which has the impact on the cognitive affective contextual aspects and social cultural theory(SCT) is the mental development of specific sphere human.It also concerns mediation and the different kinds of mediation tools adopted and valued by society.This paper highlighted that learning as a mediated process in social in origin and then d interaction between the child and more experienced members of the society including parents, teachers, and peers.The relation of mediation of SCT and environment is to enhance vocabulary development in teaching EFL to use the target language in their daily life .With the help of this theory, the students can master vocabulary and improve their language.This theory focuses on the interaction with the students and shows the social environment.It links h the trainer, if a child/student gets a guidance in an appropriate way he/she can learn more and can enhance his/her capacity of learning.This study tried to look at the influence of SCT on learning and teaching vocabulary.Consequently, This study ends the use of the SCT while teaching EFL Libyan learners to enhance English (2018).An Overreview of the Sociocultural Theory 50.Article DOI: "The aim of any foreign language teaching and learning is to develop competence of a foreign language learner to make him/her competent in establishing successful Dersi, 2013).This means looking at the elements for increasing ion competence is important.Grammar, vocabulary, listening, reading, and so on can increase learners' communication competence.However, vocabulary learning could be the important element while teaching and learning another language.In other words, "Without grammar, very little can be conveyed.Without vocabulary, nothing can be conveyed" (Alqahtani, 2015).In addition, several studies revealed that students' vocabulary difficulties are the most serious and disruptive obstacles to their communication (Gas Selinker, 2001).This indicates that vocabulary is the gate for entering the new language world.
Consequently, vocabulary learning is an integral part of language pedagogy (Alqahtani, 2015;Swain, 1995;Swain, 1985) and developing vocabulary is an ind part of language learning (Alqahtani, 2015) .Thus, teaching and learning vocabulary should be addressed in the right way (Swain , 1995).For vocabulary development, many researchers recommended more studies to develop vocabulary knowledge for l researchers should find more and appropriate strategies to develop learners' vocabulary (Al Shuwairekh , 2001;Saigh, K., & Schmitt, 2012).
Since the goal of language learning and teaching is to help students communicate in an understanding and easy way, SCT could be the suitable one to be used for EFL Libyan learners.According to the researcher's experience, the best method which should be used must be associated to real culture and situation of learners, because ignoring learners' lifestyle and culture could demotivate them to learn.Additionally, the teaching and learning scenario for EFL Arab learners is a traditional in teaching the learners (Fareh, 2010).Hence, SCT which means that language must be through interaction between teachers and students, students and society all together, (Vygotsky , 1978), could be the appropriate teaching theory.In other words, SCT is one of the important tools and techniques to te (Vygotsky, 1978).
Vocabulary development received a little attention in the field of research.According to (Alqahtani, 2015), Vocabulary has been neglected from the field of research for many decades.In the field of vocabulary acquisition, another challenge is always facing EFL learners.This challenge must be addressed to improve students' vocabulary acquisition because it is related to students' productive vocabulary size and their receptive vocabulary size (Nation, 2013).Also, many studies used various methods in order to enhance students' vocabulary to solve this problem (Nation, 2013).can increase learners' communication competence.However, vocabulary learning could be the important element while teaching and learning another language.In other words, out grammar, very little can be conveyed.Without vocabulary, nothing can be conveyed" (Alqahtani, 2015).In addition, several studies revealed that students' vocabulary difficulties are the most serious and disruptive obstacles to their communication (Gas Selinker, 2001).This indicates that vocabulary is the gate for entering the new language Consequently, vocabulary learning is an integral part of language pedagogy (Alqahtani, 2015;Swain, 1995;Swain, 1985) and developing vocabulary is an ind part of language learning (Alqahtani, 2015) .Thus, teaching and learning vocabulary should be addressed in the right way (Swain , 1995).For vocabulary development, many researchers recommended more studies to develop vocabulary knowledge for learners.For example, researchers should find more and appropriate strategies to develop learners' vocabulary (Al Shuwairekh , 2001;Saigh, K., & Schmitt, 2012).
Since the goal of language learning and teaching is to help students communicate in tanding and easy way, SCT could be the suitable one to be used for EFL Libyan learners.According to the researcher's experience, the best method which should be used must be associated to real culture and situation of learners, because ignoring learners' lifestyle and culture could demotivate them to learn.Additionally, the teaching and learning scenario for EFL Arab learners is a traditional-based method and teachers play the main role in teaching the learners (Fareh, 2010).Hence, SCT which means that teaching and learning language must be through interaction between teachers and students, students and society all together, (Vygotsky , 1978), could be the appropriate teaching theory.In other words, SCT is one of the important tools and techniques to teach vocabulary to EFL student in classroom Vocabulary development received a little attention in the field of research.According to (Alqahtani, 2015), Vocabulary has been neglected from the field of research for many ld of vocabulary acquisition, another challenge is always facing EFL learners.This challenge must be addressed to improve students' vocabulary acquisition because it is related to students' productive vocabulary size and their receptive vocabulary ation, 2013).Also, many studies used various methods in order to enhance students' vocabulary to solve this problem (Nation, 2013).
), April 2018, 41-50 2503-3492 (Online) http://ojs.umsida.ac.id/index.php/jeeshttps://doi.org/10.21070/jees.v3i1.1227can increase learners' communication competence.However, vocabulary learning could be the important element while teaching and learning another language.In other words, out grammar, very little can be conveyed.Without vocabulary, nothing can be conveyed" (Alqahtani, 2015).In addition, several studies revealed that students' vocabulary difficulties are the most serious and disruptive obstacles to their communication (Gass & Selinker, 2001).This indicates that vocabulary is the gate for entering the new language Consequently, vocabulary learning is an integral part of language pedagogy (Alqahtani, 2015;Swain, 1995;Swain, 1985) and developing vocabulary is an indispensable part of language learning (Alqahtani, 2015) .Thus, teaching and learning vocabulary should be addressed in the right way (Swain , 1995).For vocabulary development, many researchers earners.For example, researchers should find more and appropriate strategies to develop learners' vocabulary (Al-Since the goal of language learning and teaching is to help students communicate in tanding and easy way, SCT could be the suitable one to be used for EFL Libyan learners.According to the researcher's experience, the best method which should be used must be associated to real culture and situation of learners, because ignoring learners' lifestyle and culture could demotivate them to learn.Additionally, the teaching and learning based method and teachers play the main role teaching and learning language must be through interaction between teachers and students, students and society all together, (Vygotsky , 1978), could be the appropriate teaching theory.In other words, SCT is ach vocabulary to EFL student in classroom Vocabulary development received a little attention in the field of research.According to (Alqahtani, 2015), Vocabulary has been neglected from the field of research for many ld of vocabulary acquisition, another challenge is always facing EFL learners.This challenge must be addressed to improve students' vocabulary acquisition because it is related to students' productive vocabulary size and their receptive vocabulary ation, 2013).Also, many studies used various methods in order to enhance students' Since vocabulary knowledge is an integral part of language learning, and Arab students of English language (EL) face proble (Alqahtani, 2013).In addition, many students also complain about forgetting the newly learned words (Nation, 2013) and they have problems in language production such as their vocabulary might be rich, but their language addition to that, many scholars have discouraged learning vocabulary by memorizing new words (Al-Dersi, 2013).Therefore, this current study aims to investigate the impact of social culture theory on EFL Libyan students' vocabulary and how socio EFL Libyan students to enhance their vocabulary.
Many studies highlighted the socio students' learning (e.g., (Behroozizad , et al, 2014;Juff Mustafina, 2016;Lantolf, et al., 2015).Learners' interaction provides many opportunities that help students increase their vocabulary acquisition (Ellis & He,1999).As recommended by Juffs & Friedline (2014), the study loo behavioral outcome data is needed.An experimental study was conducted by Ellis & He (1999) to identify the various effects of "premodified input, interactionally modified input, and modified output on the comprehension of directions in a listen acquisition of new words embedded in the directions".The instruments used pretest and 5 posttests.The findings revealed that the pre groups had no difference, but the modified output group had an advantage associated to interaction.
An investigation made by Juffs & Friedline (2014) for the effect of socio aspects in how adult learners of second language (L2) used the tools of web learning.The population of their study included Arabic and Korean L2 learners divided as 21 Korean-speaking and 41 Arabic quantitatively such as on-line gloss look interview, class observations, and questionnaire.The study found that the activity theory had a valuable significance in understanding how the vocabulary Besides, Behroozizad, et al. (2015) investigated fo order to understand learning EFL.The study found that applying SCT in the classroom while teaching EFL could help learners improve their communication skill.In addition, Lantolf, et al. (2015) highlighted the role of SCT and how it develops teaching a language.
Theory and Vocabulary Development , Hisham Dzakiria.
Since vocabulary knowledge is an integral part of language learning, and Arab students of English language (EL) face problems in learning new vocabulary items (Alqahtani, 2013).In addition, many students also complain about forgetting the newly learned words (Nation, 2013) and they have problems in language production such as their vocabulary might be rich, but their language production remains poor (Swain , 1995).In addition to that, many scholars have discouraged learning vocabulary by memorizing new Dersi, 2013).Therefore, this current study aims to investigate the impact of social tudents' vocabulary and how socio-cultural theory could help EFL Libyan students to enhance their vocabulary.
Many studies highlighted the socio-cultural theory as a suitable strategy for enhancing students' learning (e.g., (Behroozizad , et al, 2014;Juffs & Friedline, 2014;Chernova & Mustafina, 2016;Lantolf, et al., 2015).Learners' interaction provides many opportunities that help students increase their vocabulary acquisition (Ellis & He,1999).As recommended by Juffs & Friedline (2014), the study looks at cultural influence which linked to learning and behavioral outcome data is needed.An experimental study was conducted by Ellis & He (1999) to identify the various effects of "premodified input, interactionally modified input, the comprehension of directions in a listen-and-do task and the acquisition of new words embedded in the directions".The instruments used pretest and 5 posttests.The findings revealed that the pre-modified and interaction-ally modified input o difference, but the modified output group had an advantage associated to An investigation made by Juffs & Friedline (2014) for the effect of socio aspects in how adult learners of second language (L2) used the tools of web-based l learning.The population of their study included Arabic and Korean L2 learners divided as 21 speaking and 41 Arabic-speaking learners.The instruments employed were both line gloss look-ups and mouse-click and qualitatively such as interview, class observations, and questionnaire.The study found that the activity theory had a valuable significance in understanding how the vocabulary-learning tools used by learners.
Besides, Behroozizad, et al. (2015) investigated for the importance of SCT among learners in order to understand learning EFL.The study found that applying SCT in the classroom while teaching EFL could help learners improve their communication skill.In addition, Lantolf, et e of SCT and how it develops teaching a language.

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Since vocabulary knowledge is an integral part of language learning, and Arab ms in learning new vocabulary items (Alqahtani, 2013).In addition, many students also complain about forgetting the newly learned words (Nation, 2013) and they have problems in language production such as their production remains poor (Swain , 1995).In addition to that, many scholars have discouraged learning vocabulary by memorizing new Dersi, 2013).Therefore, this current study aims to investigate the impact of social cultural theory could help cultural theory as a suitable strategy for enhancing s & Friedline, 2014; Chernova & Mustafina, 2016;Lantolf, et al., 2015).Learners' interaction provides many opportunities that help students increase their vocabulary acquisition (Ellis & He,1999).As recommended by ks at cultural influence which linked to learning and behavioral outcome data is needed.An experimental study was conducted by Ellis & He (1999) to identify the various effects of "premodified input, interactionally modified input, do task and the acquisition of new words embedded in the directions".The instruments used pretest and 5 ally modified input o difference, but the modified output group had an advantage associated to An investigation made by Juffs & Friedline (2014) for the effect of socio-cultural based language learning.The population of their study included Arabic and Korean L2 learners divided as 21 speaking learners.The instruments employed were both tatively such as interview, class observations, and questionnaire.The study found that the activity theory had learning tools used by learners.r the importance of SCT among learners in order to understand learning EFL.The study found that applying SCT in the classroom while teaching EFL could help learners improve their communication skill.In addition, Lantolf, et Moreover, another study by Chernova & Mustafina (2016) aimed at understanding the view of Vygotsky that is related to the cognitive development was conducted.The findings indicated that implementing the c contributes to the self-regulation development.In addition, the use of socio and its aspects made the language of the classroom highly interactive.In addition, a study based on the socio-cultural theory of SLA by Lantolf & Poehner (2015) ensured the importance of this interaction in learning process of any language.It stated that the socio cultural theory mediates learning a language because of involving the interaction and social context.
The researcher' best knowledge, there are limited studies which tried to focus on vocabulary development in general because many studies looked at the vocabulary acquisition among learners.In addition, the above SCT on language learning more than learning vocabulary, but this present study will focus on its impact of vocabulary development among EFL Libyan learners.
The main goal of sociolanguage Vygotsky (1978).This current paper found that implementing socio in learning vocabulary could be the best method to enhance students' vocabulary.The reason of the importance of SCT is its linking between the societies such the environment an culture while learning a new language.

Vegotesky socio-cultural theory
Socio-cultural theory plays an integral role in cognitive development of a child Kozulin (2002).It directly focuses on social interaction specifically adults (Ellis & He, VT highlights the integration in a dynamic way.

ZPD and scaffold interaction
Journal of English Educators Society, 3 (1), ISSN.2503 Journal Homepage: http://ojs.umsida.ac.id/index.php/jeesDOI Link: https://doi.org/10.21070/jees.v3i1.1227 Moreover, another study by Chernova & Mustafina (2016) aimed at understanding the view of Vygotsky that is related to the cognitive development was conducted.The findings indicated that implementing the communication collaboratively with peers or adults regulation development.In addition, the use of socio-cultural theory and its aspects made the language of the classroom highly interactive.In addition, a study ultural theory of SLA by Lantolf & Poehner (2015) ensured the importance of this interaction in learning process of any language.It stated that the socio cultural theory mediates learning a language because of involving the interaction and social he researcher' best knowledge, there are limited studies which tried to focus on vocabulary development in general because many studies looked at the vocabulary acquisition among learners.In addition, the above-mentioned studies focused on the effect SCT on language learning more than learning vocabulary, but this present study will focus on its impact of vocabulary development among EFL Libyan learners.
-cultural theory is interaction in teaching and learning any otsky (1978).This current paper found that implementing socio-cultural theory in learning vocabulary could be the best method to enhance students' vocabulary.The reason of the importance of SCT is its linking between the societies such the environment an culture while learning a new language.Moreover, another study by Chernova & Mustafina (2016) aimed at understanding the view of Vygotsky that is related to the cognitive development was conducted.The findings ommunication collaboratively with peers or adults cultural theory and its aspects made the language of the classroom highly interactive.In addition, a study ultural theory of SLA by Lantolf & Poehner (2015) ensured the importance of this interaction in learning process of any language.It stated that the sociocultural theory mediates learning a language because of involving the interaction and social he researcher' best knowledge, there are limited studies which tried to focus on vocabulary development in general because many studies looked at the vocabulary mentioned studies focused on the effect of SCT on language learning more than learning vocabulary, but this present study will focus on cultural theory is interaction in teaching and learning any cultural theory in learning vocabulary could be the best method to enhance students' vocabulary.The reason of the importance of SCT is its linking between the societies such the environment and the cultural theory plays an integral role in cognitive development of a child .It directly focuses on social interaction specifically adults (Ellis & He, 1999).
Review Article An Overreview of the Sociocultural Theory and Vocabulary Development Khaled Ali Mohammed Alkurtehe*, Hisham Dzakiria In this theory, it focuses not only on teaching or training but the more knowledge other (MKO) can be acquired by anyone such as computers, peers or theory explains about the way of teaching of a child in a deferent way.It exhibits that a child can achieve more with the other direction and with other supervision, which name as (Zone of Proximal development).Lantolf (2000), S Vygotsky's introduction of the notion of the ZPD was due to his dissatisfaction with two practical issues in educational psychology

Scaffolding
Scaffolding is the method that the by the experience and expertise of their own or by graphical and visuals.mentioned that Scaffolding guides the teacher to assist a child in an appropriate way to complete the task.Scaffolding is very helpful for a learner, because it helps students in achieving their target.Due to its step by step procedure, a learner feels more comfortable with this strategy.Donato (1994) stated that they do not frustrated because the task w given in an explicitly way to make student without pressure and stress.In this theory, it focuses not only on teaching or training but the more knowledge other (MKO) can be acquired by anyone such as computers, peers or friend or classmates.The theory explains about the way of teaching of a child in a deferent way.It exhibits that a child can achieve more with the other direction and with other supervision, which name as (Zone of Proximal development).Lantolf (2000), Shayer (2002), Wertsch (1985) claim that Vygotsky's introduction of the notion of the ZPD was due to his dissatisfaction with two practical issues in educational psychology.

Figure 1.2 sociolcultural theory
Scaffolding is the method that the experts or adults used to assist the child in learning by the experience and expertise of their own or by graphical and visuals.Gibbons (2002) mentioned that Scaffolding guides the teacher to assist a child in an appropriate way to folding is very helpful for a learner, because it helps students in achieving their target.Due to its step by step procedure, a learner feels more comfortable with this strategy.Donato (1994) stated that they do not frustrated because the task w given in an explicitly way to make student \ child to learn in a free environment which  hayer (2002hayer ( ), Wertsch (1985) ) claim that Vygotsky's introduction of the notion of the ZPD was due to his dissatisfaction with two experts or adults used to assist the child in learning Gibbons (2002) mentioned that Scaffolding guides the teacher to assist a child in an appropriate way to folding is very helpful for a learner, because it helps students\children in achieving their target.Due to its step by step procedure, a learner feels more comfortable with this strategy.Donato (1994) stated that they do not frustrated because the task will be child to learn in a free environment which is

Principle of Vygotsky
The Vygotesky's own principles are the main guidance to understand his theory.How the learning and teaching another language involve in the learning process.They are also known as Vegoteskyian framework.These principles are three basic principl into Vegotesky's (1978) framework.

1)
Language is an integral part which revolves in cognitive development

2)
Learning can be split with social context and social environment 3) The logic of this theory is children learn by themselves and knowledge.
This theory is the best tool for teaching Lantolf, et al. (2015), where a child learns by his/her own and acquires knowledge.However, it is an essential part of social culture theory which is a process of socially-mediated is participation from both teaching and learning as well and in this participation the social culture and social environment effect and it has its own impact on child learning.In the other hand, the positive effect of this VT theory is the child with his teaching plays a role of mentor, and in other words teaching means mentoring the child

Conclusion
This conceptual paper addresses to the concept of mediation suggests that relations with the world are not direct but "mediated" by physical and symbolic tools.It also gives a model of learning with Vegotesky socio EFL Libyan students.The paper tries to show the relation of m students and it tries to focus on the development of vocabulary in EFL Libyan students.We recommended that the teacher should apply this theory to enhance student's vocabulary development.Previous studies exhibit a very good rela very beneficial and advantageous for EFL students to learn and teachers to teach while using this theory.

Figure
Figure 1.2 In this theory, it focuses not only on teaching or training but the more knowledge other friend or classmates.The theory explains about the way of teaching of a child in a deferent way.It exhibits that a child can achieve more with the other direction and with other supervision, which name as (Zone