Impact and implementation of sociocultural theory in ESL classroom

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bracu.degree.levelUndergraduate
bracu.type.groupStudent Works
datacite.rightsOpen Access
dc.contributor.advisorRahman, Shabnam
dc.contributor.authorAhmed, Shuchana
dc.contributor.departmentDepartment of English and Humanities
dc.date.accessioned2018-01-14T10:42:31Z
dc.date.available2018-01-14T10:42:31Z
dc.date.copyright2017
dc.date.issued2017-08
dc.descriptionCataloged from PDF version of thesis.
dc.descriptionIncludes bibliographical references (pages 22-25).
dc.descriptionThis thesis is submitted in partial fulfillment of the requirements for the degree of Bachelor of Arts in English, 2017.en_US
dc.description.abstractSociocultural theory is a great theory for learning and for teaching the students. Moreover, it believes that learning L2 should be a helpful accomplishment not an unmediated process. Sociocultural theory emphasizes that, instruction and interaction is very crucial method for L2 development in ESL classroom and Zone of Proximal Development (ZPD) ensures learner’s actual sociocultural growth. Therefore, this paper examines sociocultural theory in an ESL classroom and shows implementation of theories in practical teaching life.en_US
dc.description.degreeBachelor of Arts in English
dc.description.statementofresponsibilityShuchana Ahmed
dc.format.extent25 pages
dc.identifier.otherID 13303025
dc.identifier.urihttp://hdl.handle.net/10361/9048
dc.language.isoenen_US
dc.publisherBRAC Universityen_US
dc.rightsBRAC University thesis are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission.
dc.subjectSociocultural theoryen_US
dc.subjectESL classroomen_US
dc.subjectZone of proximal developmenten_US
dc.subjectMediationen_US
dc.titleImpact and implementation of sociocultural theory in ESL classroomen_US
dc.typeThesisen_US

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