Sociocultural Theory and Second Language Learning
- Authors
- James P. Lantolf
In The Last Decade
doi.org/w89488863 →Countries where authors are citing Sociocultural Theory and Second Language Learning
This map shows the geographic impact of Sociocultural Theory and Second Language Learning. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Sociocultural Theory and Second Language Learning with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Sociocultural Theory and Second Language Learning more than expected).
Fields of papers citing Sociocultural Theory and Second Language Learning
This network shows the impact of Sociocultural Theory and Second Language Learning. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the Sociocultural Theory and Second Language Learning.
About Sociocultural Theory and Second Language Learning
This paper, published in 2013, received 1.4k indexed citations . Written by James P. Lantolf covering the research area of Language and Linguistics, Literature and Literary Theory and Developmental and Educational Psychology. It is primarily cited by scholars working on Language and Linguistics (990 citations), Literature and Literary Theory (747 citations) and Developmental and Educational Psychology (508 citations).
Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.
This paper is also available at doi.org/w89488863.