A Study on Perezhivanie in Applied Linguistics and Education
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v7i12.5018
Abstract
Perezhivanie, which is one of the main components of the sociocultural framework by Vygotsky, has been long ignored in the academic community all over the world. This marginalization is mainly due to problems with early translations and the continued prevalence of a cognition-based research paradigm. However, this idea is still important when it comes to comprehending how the psychological development of an individual can be influenced by the sociocultural environment. It is essentially not a passive interpretation of experience as it focuses on the process that individuals engage in constructing meaning through the interaction of cognitive skills, emotional conditions, and cultural backgrounds. We have systematically reviewed the existing literature and discussed its conceptual basis, practical implications in applied linguistics and educational contexts, methodological issues, and future prospects in this paper. There are indications that perezhivanie fills the gaps of conventional research that does not pay much attention to the subjective experiences of learners, but its practical applicability is limited by the absence of clarity about its conceptual parameters and the lack of cross-cultural studies. Therefore, intercultural exploration and methodological innovation should be emphasized in further research to make the full potential of this concept in the area of humanities education and language teaching possible.
Keywords
Perezhivanie, Vygotsky's Cultural-Historical Theory, Applied Linguistics, Education, Second Language Acquisition
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[4] Furta I. The translation dilemma of perezhivanie[J]. Journal of Linguistics, 2020, 15(2): 45-62.
[5] Veresov N. Perezhivanie: A theoretical analysis[J]. Cultural-Historical Psychology, 2016, 12(3): 129-148.
[6] Veresov N, Fleer M. Perezhivanie in early childhood education research[J]. International Research in Early Childhood Education, 2016, 7(1): 1-4.
[7] Qin L, Yao L, Niu B, Guo Q. A review of perezhivanie in sociocultural theory[J]. Journal of Beijing International Studies University, 2022, 44(1): 11-24.
[8] Gonzalez-Rey F. Subjectivity and perezhivanie in language teaching[J]. Cultural-Historical Psychology, 2020, 16(2): 78-92.
[9] Kim J, Park Y. Perezhivanie and L2 identity construction[J]. English Teaching, 2021, 76(3): 159-180.
[10] Smith K, Lee H. Emotional experience and heritage language maintenance[J]. Journal of Multilingual and Multicultural Development, 2022, 43(8): 678-692.
[11] Cirocki A, Sapp T. Perezhivanie and the professional development of TESOL teachers [J]. The Electronic Journal for English as a Second Language, 2025, 29 (2): 1-18.
[12] March S, Fleer M. Collective perezhivanie in children's play[J]. Early Childhood Education Journal, 2018, 46(5): 489-498.
[13] Fleer M. Perezhivanie and early childhood education[J]. International Research in Early Childhood Education, 2016, 7(1): 34-48.
[14] Christodoulakis N, Vidal Carulla C. Perezhivanie in early childhood science education[J]. Education Sciences, 2021, 11(12): 813.
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