Mediation Strategies in L2 Learning from Sociocultural Perspective: A Comparative Analysis of Empirical Studies

Abstract

This paper evaluates the role of mediation strategies in second language learning (L2 learning), through analyzing two empirical studies about L2 learning. Both studies align with Sociocultural Theory’s core tenet that L2 development originates from socially mediated interactions. The comparative analysis reveals three key commonalities in mediation strategies: mediation serves as a critical bridge transforming external social interactions; effective mediation adheres to the “Zone of Proximal Development (ZPD)-aligned” principle, with strategies tailored to learners’ current L2 proficiency; mediation is a multi-agent system involving teachers, peers, tools, and learners themselves, rather than a teacher-centric process. Nonetheless, the two studies diverge in core goals, mediator roles, strategy implementation, adaptation to learners,and learner’s responses to linguistic contexts due to distinct sociolinguistic contexts and learner characteristics. According to the comparative analysis, three highly feasible mediation strategies for L2 learners are distilled: engaging in multi-agent interactive mediation, adopting ZPD-aligned context mediation, and practicing self-mediation for regulation. This study not only deepens the understanding of the mediating mechanism in L2 learning from the SCT perspective but also provides empirical references for designing adaptive mediation strategies in L2 teaching, improving teaching efficiency, as well as enhancing learner’s language proficiency.