A Sociocultural View of Language Learning: The Importance of Meaning-Based Instruction
A Sociocultural View of Language Learning: The Importance of Meaning-Based Instruction
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语言学习的社会文化观：基于意义的教学的重要性
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
Hye
中科院分区：
文献类型：
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作者：
Barohny Eun;Hye
第二语言教学的过程是基于维果茨基的社会文化理论，强调个人之间有意义的互动是人类发展和学习的最大动力。在这个理论框架中，意义和中介被认为是影响第二语言学习的两个基本因素。最后，作者提出了将社会文化理论应用于实践，以促进学生在普通课堂上的第二语言学习的建议。基于社会文化的课堂教学的影响包括双语教学，注重语用，识字教学的基础上戏剧，包容性的学习环境，教学的基础上儿童的兴趣，教师的角色作为一个调解学生和他们的第二语言学习环境之间的促进者。
The process of second-language teaching is grounded in the sociocultural theory of Vygotsky, which emphasizes meaningful interaction among individuals as the greatest motivating force in human development and learning. In this theoretical framework, the concepts of meaning and mediation are considered as the two essential elements affecting an individual’s learning of a second language. Suggestions are offered for enhancing students’ second-language learning in their regular classrooms by applying sociocultural theories to practice. Socioculturally based implications for classroom teaching include bilingual instruction, focus on pragmatics, literacy instruction based on drama, inclusive learning environments, instruction based on children’s interests, and the teacher’s role as a facilitator mediating between students and their second-language learning environment.