social situations. In teaching and

social situations. In teaching and learning in the past, the dominant psychological theories underlying SLA have been behaviorist which emphasize the formation of language habits, and cognitive which focus on a single hypothetical learner’s internal processing and transmission of input and output (Nunn. 2003 : Unpaged) . While cognitive perspectives on learning tend to promote a focus on the non-personal knowledge, skills, and activities of and individual, sociocultural theories, in contrast, are shifting from these behaviorists and cognitivist psychological approaches. Sociocultural theory attempts to capture the context, action, and motives of language events between individuals. Learning occurs when language learners engage in social