此篇論文論述維高斯基（L.S. Vygotsky）的社會文化理論（Sociocultural theory ），以如何將其重要觀念應用於外語教育領域裡研究與教學。 在論文中，作者整理 社會文化理論之基本觀念， 並比較其與現今「第二語言習得（ SLA ）」之主流理論與研究 不同之處。社會文化理論主張，要學得第二外語不單只是去學該語言之語言成份而已，而更 包含學習者在社會環境下以言語與外界（或兩造之間）溝通互動的一個過程。 作者並針對三項維高斯基的重要論點，詳細討論，並提出其對外語之學習、教學、與研究上 之意義與貢獻。 此三項分別是「趨近發展區（ ZPD ）內的語意引導」， 「自言自語（ Private Speech ）」， 以及「活動理論」（ Activity theory ）。 「趨近發展區（ ZPD ）內的語意引導」描繪在社交互動中，學習是如何發生的。 「自言自語（ Private Speech ）」被視為是思緒與言語的交匯，其乃是整理思考活動的工具，幫助自言自語者尋求答案， 至終能獨力駕馭所面對的工作，維高斯基提出「活動理論」來說明，「學習」其實是座落於 各方因素交錯、互動的一種活動（ a situated activity ）。在從事課堂練習活動（ task ）時，學習者會加入自己為該活動定義的目標、為達該目標而採取的行動、以及自身的背景 因素和價值觀。 維高斯基的社會文化理論為外語教學提供了許多啟示，幫助老師深入瞭解學生學習語言的過 程及現象，同時也提供研究者一強而有力的理論架構來探討外語教學課堂上各樣議題及現象 。

　　　　　In the article, the researcher attempts to discuss the essence of Vygotsky's sociocultural theory and its contributions to the better understanding of how learning and instruction take place in the foreign language classroom. The researcher presents the basic assumptions of sociocultural theory, and discusses how these assumptions differ from the mainstream second/foreign language acquisition theory and research, especially Nativist theories of SLA. From the sociocultural stance, acquiring a second language entails more that simple mastery of the linguistic properties of the L2. It encompasses the dialectic interaction of two ways of creating meaning in the world (interpersonally and intra-personally). Several important concepts of Vygotsky's sociocultural theory-Semiotic mediation in the ZPD (Zone of the Proximal Development), Private Speech, and the Activity Theory-are discussed thoroughly in the context of foreign language education. Semiotic mediation in the ZPD characterizes how learning occurs in social interaction. Learner's private speech, defined as the convergence of thought and language by Vygotsky, is the tool to regulate thinking, and then, helps speakers seek solutions and move to self-regulation. By the activity theory, Vygotsky maintains that learning is a situated activity, which occurs in social interaction and social context. Learners bring in their goals, actions, background and beliefs, interacting with the task they are engaged in. The article concludes with much implication the sociocultural theory has brought to the foreign language learning, instruction, and research. It has contributed powerful theoretical frameworks that can be used to better understand and analyze the dynamics of classroom instruction.