| 社会文化理论视角下的外语课堂与语言学习 |
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| 引用本文： | 刘学惠.社会文化理论视角下的外语课堂与语言学习[J].课程.教材.教法,2011(7). |
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| 作者姓名： | 刘学惠 |
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| 作者单位： | 南京师范大学外国语学院; |
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| 基金项目： | 江苏省社科基金项目(08YYB009)成果之一; 江苏省高校优势学科建设工程资助项目成果之一 |
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| 摘 要： | 心理语言学取向的二语习得研究为我们提供了诸如输入、输出、形式聚焦等一系列十分有用的概念框架,对语言教学实践也产生了积极影响。但课堂二语习得的更多层面还有待探究。源于维果茨基学说的社会文化理论包括中介、内化、活动、最近发展区等核心概念在内的丰富思想,对我们理解二语课堂的活动系统、教师的中介作用和课堂互动与促进发展的关系等,会提供一种更宽阔的视野。
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| 关 键 词： | 课堂二语习得 社会文化理论 教师中介作用 课堂言语互动 |
Classroom L2 Learning from Sociocultural Theory Perspectives |
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| LIU Xue-hui.Classroom L2 Learning from Sociocultural Theory Perspectives[J].Curriculum; Teaching Material and Method,2011(7). |
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| Authors: | LIU Xue-hui |
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| Institution: | LIU Xue-hui (College of Foreign Languages,Nanjing Normal University,Nanjing Jiangsu 210097,China) |
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| Abstract: | Psycholinguistic approach to SLA provides us a useful conceptual framework featured in input,output,focus-on-form and so on,which has made positive impact on L2 pedagogy.However, more dimensions of instructed L2 learning are to be understood.Vygotskian sociocutural theory of mind,with key concepts of mediation,internalization,situated activity and ZPD,may bring us alternative perspectives to look at the nature of L2 learning,particularly its social origin. |
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| Keywords: | Classroom L2 learning sociocultural theory teacher mediation classroom interaction |
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