Sociocultural theory and classroom second language learning in the East Asian context: Introduction to the special issue
Sociocultural theory and classroom second language learning in the East Asian context: Introduction to the special issue
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东亚背景下的社会文化理论和课堂第二语言学习：特刊简介
DOI：
10.1111/modl.12816
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发表时间：
2023
期刊：
影响因子：
--
通讯作者：
M. E. Poehner
中科院分区：
文献类型：
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作者：
J. Lantolf;M. E. Poehner
在这篇特刊的介绍中，我们首先简要介绍了社会文化理论（SCT）的历史概况，因为它已经扩展到第二语言（L2）的发展和教学过程中，从1994年出现的两个重要出版物开始。在早期，该理论被用作理解学习和教学各个方面的透镜。最终，它被用作促进它所调查的过程的一种手段。正如我们在本文中所解释的，研究方向的转变反映了维果茨基对理论和研究与实践相统一的承诺。然后，我们解决了一个问题，与长期的“社会文化”，这已被用于自成立以来的第二语言研究告知的理论。接下来介绍了该理论的四个核心原则，这些原则在辩证法的讨论中得到了语境化，辩证法是维果茨基在制定高级心理功能理论时所采用的基本方法论方法。每一个原则都与一个过程有关，通过这个过程，从出生起就控制心理和情感行为的自然赋予的本能在与文化发展的中介形式（包括最重要的语言）相互作用时被重构。接下来，我们提出了一个概述的特殊问题，其中包括讨论的重要概念，在指导L2的发展。这些概念包括日常概念和科学概念与基于概念的教学之间的重要区别;最近发展区和动态评估;语言，或在发展过程中说话和写作的心理用途;perezhivanie，与发展有关的情感和认知的辩证统一; andobuchenie，预防-发展辩证法。这些概念，沿着理论原则，以不同的方式在特刊中的七篇文章中得到应用。这些文章代表了目前在东亚正在进行的创新性SCT-L2研究，东亚是世界上一个直到最近才被该理论所吸引的地区。虽然在特刊中报道的研究来自这个特定的领域，但对其他教学环境和理论本身的影响是重要的。
In this introduction to the special issue, we first present a brief historical overview of sociocultural theory (SCT) as it has been extended to the process of second language (L2) development and instruction, beginning with two significant publications that appeared in 1994. In the early years, the theory was used as a lens to understand various aspects of learning and instruction. Eventually, it came to be used as a means of promoting the processes that it investigates. As we explain in this article, the shift in research orientation reflects Vygotsky's commitment to the unity of theory and research with practice. We then address a problem associated with the term “sociocultural,” which has been used since the inception of L2 research informed by the theory. This is followed by a presentation of the four central principles of the theory, which is contextualized within a discussion of dialectics, the foundational methodological approach adopted by Vygotsky in formulating the theory of higher psychological functioning. The principles each relate to the process through which naturally endowed instincts that govern mental and emotional behavior from birth are restructured as they interact with culturally developed forms of mediation, including—most importantly—language. Next, we present an overview of the special issue that includes a discussion of the important concepts that are brought to bear in instructed L2 development. These include the important distinction between everyday and scientific concepts and concept‐based instruction; the zone of proximal development and dynamic assessment; languaging, or the psychological use of speaking and writing in the developmental process;perezhivanie, the dialectical unity of emotion and cognition as related to development; andobuchenie, the instruction–development dialectic. These concepts, along with the theoretical principles, are employed in various ways in the seven articles included in the special issue. The articles are representative of the innovative SCT‐L2 research that is currently under way in East Asia, a region of the world that only recently has been attracted to the theory. While the research reported on in the special issue emerges from this particular area, the implications for other instructional contexts and for the theory itself are significant.