Dimension

Cognitive SCT

Social SCT

Language

Language seen as either a group of formalist rubrics or as a network of form-function mappings.

Language seen not just as a linguistic scheme but also as a varied set of a cultural practice, often best understood in the setting of broader relations of influence.

Mental representation

Two views:

1) As a group of rubrics that include the student’s linguistic capability.

2) As a complicated network of relations among neutral modes.

In some social philosophies, representation is not deliberated at all. Vygotskyan methods highlight the semantic rather than the official features of the language that students adopt.

Social context

A complete circulation is prepared between “second” and “foreign” language settings. Social setting is understood as swaying the amount of acquisition and final level of aptitude reached, but not as touching the core developments responsible for achievement.

The social context is seen as both determining L2 use and developmental, and as something the participants equally construct. The social setting is where learning occurs and takes place.

Student identity

The student is seen as a “non-native speaker”. Student identity is motionless.

The student is seen as having many identities that give chances to learn a language. Student’s identity is dynamic.

Learner’s linguistic background

The student has a complete linguistic capability in his/her L1.

Students may be bilingual and may show variable degrees of ability in their various languages.

Input

Contribution is seen as linguistic data that helps as a cause for achievement. Contribution is viewed as related to, but distinguishable from interaction.

Contribution is seen as contextually built; it is both linguistic and non-linguistic.

Interaction

Communication is viewed as a foundation of input.

Communication is seen as generally a discussed incident and a means by which students are socialized into the L2 context and culture.

Input and interaction are viewed as a socio-cognitive whole.

Language learning

L2 achievement happens inside the mind of the student as a consequence of input that encourages universal cognitive procedures.

L2 achievement is learning-in-action; it is not a mental event but a social and concerted one.