Motivational Dialogue in the Second Language Setting
Motivational Dialogue in the Second Language Setting
复制标题
第二语言环境中的励志对话
DOI：
10.46451/ijts.2021.09.01
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发表时间：
2021
影响因子：
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通讯作者：
M. Yamaguchi
中科院分区：
文献类型：
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作者：
Sheng Zhang;Ming Bao;M. Yamaguchi
本研究从维果茨基和巴赫金提出的对话概念出发，论证了Patyayeva(2012)提出的被称为“动机对话”的社会互动模式的相关性。该模型解释了两种类型的激励性对话：一种是在两个或更多个人之间的社会环境中展开的对话，另一种是在内部作为私人或内心言论展开的对话。在将Patyayeva的模型扩展到二语教学情境的过程中，维果茨基理论中的两个重要概念也被考虑在内：情感和智力之间的辩证交互作用(Perezhivanie)和发展的社会情境(一个特定的语境是如何通过参与该语境的个人的个性折射出来的)。两个已出版的文献(Matusov 2011)和Lantolf and Genung(2002)中的两个例子被用来说明激励对话如何在教育环境中运作。这项研究最后对未来如何在第二语言环境下开展研究提出了几点建议。
This study argues for the relevance of a model of social interaction referred to as “motivational dialogue” as proposed by Patyayeva (2012) grounded in the concept of dialogue as proposed by L. S. Vygotsky and M. Bakhtin. The model accounts for two types of motivational dialogue: that which unfolds in social environments between two or more individuals and that which unfolds internally as private or inner speech. In the extension of Patyayeva’s model to L2 teaching and learning situations, as proposed in the present study, two critical concepts of Vygotsky’s theory are also brought into consideration: perezhivanie (the dialectical interaction between emotion and intellect) and the social situation of development (how a particular context is refracted through the personality of an individual who participates in that context. Two examples from the published literature (Matusov 2011) and Lantolf and Genung (2002) are used to illustrate how motivational dialogue might operate in educational settings. The study concludes with several recommendations for how future research might be carried out in L2 settings.