Second Language Acquisition (SLA) is a multifaceted developmental process. Successful learners are required to balance their cognitive abilities with environmental demands. Sociocultural factors operate through mechanisms such as mediation, cognitive restructuring, and identity negotiation, and they play an active role in shaping the learner’s linguistic development and enhancing their intercultural communicative effectiveness. Drawing upon foundational perspectives on sociocultural interaction, acculturation, and identity negotiation, this paper proposes a multi-theoretical framework tailored to the digital age. By integrating moderating variables such as native language background and learning duration, this paper discusses how cultural values and digital communication contexts affect motivation and pragmatic development. Finally, by integrating intercultural communication practices and digital technology, this paper proposes targeted pedagogical suggestions, offering a theoretical framework for exploring the role of sociocultural factors in SLA and informing intercultural communication teaching practices.
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