A Sociocultural Theory Based Study On The Interaction And Vocabulary Acquisition Effect Of Second Language Learners

The second language acquisition research on the interaction started in the 1970s, and has a history of 30 years, but so far, the research based on both behavior study and cognitive research, are not able to contribute to acquisition, neither to the interactive effects of second language acquisition process or make a convincing mechanism to explain the experiment. The conclusions of the studies are diverse as well. However, Vygotsky's sociocultural theory was produced from human social and cultural development process. It explores the social attributes of second language acquisition process from the high degree of philosophy which concerns about the interaction of factors. This theory maintains that learning (including language learning) occurs in the sociocultural environment; hence it breaks through the behavior and cognitive-based research which is only concerned with the narrow vision of individual behavior.The present study employs experimental research methods, from vocabulary acquisition to exploring the Non-Chinese cultural circle learners about the frame type and vocabulary learning of Chinese vocabulary acquisition effect by taking control of different ways.The research is divided into three parts. The first part is on the Chinese as a second language experimental process of vocabulary acquisition. It aims at exploring how intermediate and advanced Chinese language learners achieve the dynamic process of object- regulation, others-regulation and self-regulation, as well as the impact of three regulation methods on vocabulary production. The results show that primary learners mainly depend on the object-regulation and rely on others-regulation; intermediate learners show others and self-regulation ability to control, but there are still intermediate stage. They may be still in the stage of object-regulation or other-regulation, just as primary learners, while high level Chinese learners reach the stage of self-regulation. Moreover, with the development of self-regulated, the ability to control the others also develops at the same time. Therefore, the three regulation methods have become the acquisition channels of the senior learners. The experimental results show that to the adult second language learners, the vocabulary acquisition process is showing a preference for a certain stage and at the same time there have been various stages of coincidence. We therefore assume that in the adult second language acquisition process of both normal and specific state-level, and accordingly that "the process of dynamic acquisition assumptions". There are no more than two factors: internal factors and external factors. This study is also carried out these two aspects.The second part of the study explores four support scaffolding-types and the impact of vocabulary acquisition which comes from the understanding and output of the vocabulary to explore the transformation of external environmental impact mechanism which occurs from the object-regulation phase to others-regulation phase. The experimental results show that in Zone of Proximal Development, for the primary learners, frame type of scaffolding is beneficial to promote the role of both understanding and output of the language. Among the three types of support cooperation, to the primary learners, the teacher-student mode of scaffolding-types is the most conducive to vocabulary acquisition, to the learners of high and low level, co-operation model is beneficial. For the learners of the same level, although the mode of cooperation is conducive to the development of vocabulary, it plays the smallest role. The results show that to the primary learners, in the learning process of a second language, the guide mechanism determines the effect of vocabulary acquisition.The third part of the study is to investigate the impact of three different ways in second language vocabulary acquisition. In this study, we investigate the ability of language learners' internal mechanism of inspection. The results show that clear-style approach to learning vocabulary and terminology associated with learning of the primary level will help learners with Chinese vocabulary acquisition, but explicit and clear way of vocabulary learning is more conducive than implicit approach to the second language learners. The experimental results also indicate that for the primary second language learners, the explicit learning is more effective than implicit learning for learning the language rules, but implicit learning was an important way of gaining language skills and language knowledge In short, the use of Vygotsky's sociocultural theory to study Chinese as a second language acquisition and teaching issues is just a new attempt. Our study is undeniably tentative and exploratory, but we firmly believe that based on the scientific nature of this theory, the future research will be a great success.