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Sociocultural perspective
The sociocultural perspective is a theory used in various fields such as psychology and is used to describe awareness of circumstances surrounding individuals and how their behaviors are affected specifically by their surrounding, social and cultural factors. According to Catherine A. Sanderson (2010) “Sociocultural perspective: A perspective describing people’s behavior and mental processes as shaped in part by their social and/or cultural contact, including race, gender, and nationality.” Sociocultural perspective theory is a broad yet significant aspect in our being. It applies to every sector of our daily lives. How we communicate, understand, relate and cope with one another is partially based on this theory. Our spiritual, mental, physical, emotional, physiological being are all influenced by sociocultural perspective theory.
==Ideology==
Various studies examine topics using the sociocultural perspective in order to account for variability from person to person and acknowledge that social and cultural differences affect these individuals. One example comes from the journal ''European Psychologist'': Investigating Motivation in Context: Developing Sociocultural Perspectives by Richard A. Walker, Kimberley Pressick-kilborn, Lynette S. Arnold, and Erica J. Sainsbury (2004). Recently, however, a renewed interest in the contextual nature of motivation has come about for several reasons. First, the relatively recent influence of the ideas of Vygotsky and his followers (John-Steiner & Mahn, 1996; Greeno & The Middle School Through Applications Project, 1998) in educational psychology has led writers in the field (Goodenow, 1992; Pintrich, 1994; Anderman & Anderman, 2000) to acknowledge the importance of context and to call for its greater recognition in educational psychology, and more particularly in motivational research. As both Goodenow (1992) and Hickey (1997) note, in sociocultural theories deriving from Vygotsky, human activities, events, and actions cannot be separated from the context in which they occur so that context becomes an important issue in sociocultural research. Second, researchers concerned with learning and cognition (e.g., Greeno et al, 1998) have come to see these processes also as being situated in particular contexts. While this view, with its emphasis on the distributed nature of learning and cognition, has origins in sociocultural theories".
This theory or perspective is examined in ''The Modern Language Journal'' “A Sociocultural Perspective on Language Learning Strategies: The Role of Mediation” by Richard Donato and Dawn McCormick. According to Donato and McCormick (1994) “Sociocultural theory maintains that social interaction and cultural institutions, such as schools, classrooms, etc., have important roles to play in an individual’s cognitive growth and development.” “We believe that this perspective goes beyond current cognitive and social psychological conceptions of strategic language learning, both of which assume that language tasks and contexts are generalizable. The sociocultural perspective, on the other hand, views language learning tasks and contexts as situated activities that are continually under development (22) and that are influential upon individuals’ strategic orientations to classroom learning.” 〔''Modern Language Journal'', Vol 78(4), Win, 1994. Special issue: Sociocultural theory and second language learning. pp. 453-464.〕
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