Sociocultural theory and second language pedagogy
Sociocultural theory and second language pedagogy
复制标题
社会文化理论和第二语言教育学
DOI：
10.1177/1362168813482933
复制
发表时间：
2013
影响因子：
4.2
通讯作者：
Lawrence Williams
中科院分区：
文献类型：
--
作者：
Rémi A. van Compernolle;Lawrence Williams
维果茨基的社会文化心理理论（SCT）自Frawley和Lantolf（Frawley & Lantolf，1985; Lantolf & Frawley，1984）的论文发表以来，引起了第二语言研究者和教育工作者的关注。从那时起，基于SCT的研究已经成为二语习得、教学和评估领域的一个既定组成部分（Lantolf & Thorne，2006），正如越来越多的期刊文章和书籍章节、论文、编辑卷和书籍所证明的那样，以及SCT在手册和其他以二语习得理论为中心的参考文本中的存在（见语言习得中心，2012）。然而，大多数的研究都是将SCT作为一个理论透镜来解释与二语习得相关的问题，而不是作为设计二语习得策略的理论动机。事实上，正如Lantolf（2008）所指出的，直到Negueruela（2003）的博士研究，Vygotsky的建议才被系统地纳入一个连贯的L2教学计划。从那时起，许多研究（包括几篇博士论文）已经进行了探索SCT知情的语法对成人二语习得的影响（例如Lantolf & Poehner，2008年的论文）。这项研究主要包括动态评估和基于概念的教学工作，还包括有意引入第二语言教育环境以促进发展的其他形式的社会或人类调解的观点。教学活动对SCT的重要性不容低估。事实上，人们必须承认，维果茨基并没有认为从他的建议中衍生出来的教学法仅仅是理论的应用;也就是说，理论上知情的教学“技术”的应用。相反，教学干预本身是进一步发展理论和继续理解不仅是人类认知的本质，但至关重要的是，心灵发展的过程（例如Vygotsky，1997）的一部分。这就是维果茨基所说的“实践”，即理论和实践活动的统一。正如Lantolf和Poehner（2011）解释的那样：482933 LTR 17310.1177/1362168813482933语言教学研究编辑2013
Vygotskian sociocultural theory of mind (SCT) has attracted the attention of second language (L2) researchers and educators since the publication of the papers of Frawley and Lantolf (Frawley & Lantolf, 1985; Lantolf & Frawley, 1984). Since that time, SCT-informed research has become an established part of the landscape of L2 acquisition (SLA), pedagogy, and assessment (Lantolf & Thorne, 2006), as evidenced by the growing number of journal articles and book chapters, dissertations, edited volumes, and books focused on SCT, as well as the presence of SCT in handbooks and other reference texts centered on theories of SLA (see Center for Language Acquisition, 2012). The majority of this research has, however, used SCT as a theoretical lens through which to interpret questions related to SLA rather than as a theoretical motivation for designing L2 pedagogies. In fact, as pointed out by Lantolf (2008), it was not until Negueruela’s (2003) doctoral research that Vygotsky’s proposals were systematically incorporated into a coherent L2 pedagogical program. Since then, a number of studies (including several doctoral theses) have been conducted to explore the impact of SCT-informed pedagogies on adult SLA (e.g. papers in Lantolf & Poehner, 2008). This research has included, centrally, work on dynamic assessment and concept-based instruction, but also perspectives on other forms of social, or human, mediation intentionally introduced into L2 educational contexts in order to promote development. The importance of pedagogical activity for SCT cannot be understated. Indeed, one has to acknowledge that Vygotsky did not conceive of pedagogies derived from his proposals to be mere applications of the theory; that is, the application of theoretically informed teaching ‘techniques’. Instead, pedagogical intervention was itself part and parcel of further developing the theory and of continuing to understand not only the nature of human cognition but, crucially, the processes by which the mind develops (e.g. Vygotsky, 1997). This is what Vygotsky referred to as ‘praxis’; the unification of theory and practical activity. As Lantolf and Poehner (2011) explain: 482933 LTR17310.1177/1362168813482933Language Teaching ResearchEditorial 2013
DOI：
10.1093/oxfordhb/9780195384253.001.0001
发表时间：
2010-09
期刊：
--
影响因子：
--
作者：
R. Kaplan
通讯作者：
R. Kaplan