The previous two chapters focused on L2A and CI from the perspectives of human cognition (Chapter 4) and individual differences (Chapter 5). Taking a further step in this direction, this chapter offers a synopsis of the social theories in L2A, putting sociocultural factors and socially situated psychological processes at the center of discussion. The chapter first discusses CI in the context of the Social Distance Theory, particularly focusing on Schumann's eight social factors of dominance, acculturation patterns, enclosure, cohesiveness, congruence, size, attitudes and length of residence. Second is a short section on how social and psychological distance relate to different patterns and practices of cultural integration and the acquisition of varying (e.g. pidginized) forms of L2 input. After describing the role of CI in the contexts of language socialization, the chapter ends with a brief account of the complex roles and processes of self-regulated action in L2A (Activity Theory).

Social Theories of L2A

Socially oriented views underscore the importance of understanding L2A processes in terms of how learners utilize available environmental affordances and mediational tools and symbolic representations at their expense to regulate their affective and (meta)cognitive resources in 'in-taking' input and comprehending (linguaging) and learning it. We know that humans are inherently social beings and communal habitation forces interaction without which neither basic cognitive functions nor higher processing abilities, mechanisms and skills may mean much. By implication, exposure to input is inadequate to ensure L2 attainment, which is – as norms of social interacts mandate – naturally mediated by certain social and psychological tools and resources. Indeed, such L2A views forefront the mediated dialogic act, the (inter)action and the culturally binding activity of acquisition, arguing that L2 learners' actions are moderated by and cannot be separated from the particularities of their sociocultural environs (Lantolf & Thorne, 2006). Nevertheless, such theories do not disregard the role of cognition and learner variables in processing new input.