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社会文化视野下二语习得研究25年 被引量：15

25 Years of Second Language Acquisition Research from Socio-cultural Perspective
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摘要 Vygotsky社会文化理论早在20世纪60年代就被西方心理学界关注,然而用以指导二语习得研究却始缘于1985年Frawley和Lantolf发表在Applied Linguistics的"Second Language Discourse:A Vygotskian Perspective"。本研究从调节理论、最近发展区和活动理论等视角对25年以来西方社会文化视野下二语习得研究相关成果进行了梳理,以期引导国内学者更好地了解社会文化理论下二语习得研究现状;并指出今后的发展需要将社会文化理论与生态语言学原理结合,以全面、动态地指导二语习得研究。 Vygotskian socio-cultural theory（SCT） has received a signifi cant level of prominence in psychology since 1960s,but second language learning research informed by SCT began with the publication of Frawley and Lantolf’s article on ＂Second Language Discourse： A Vygotskian Perspective＂ in Applied Linguistics in 1985.According to look over journal articles,books chapters and doctoral dissertations have appeared in the research literature,the article tries to analyze these researches by following mediation,zone of proximal development and activity theory.At the end of this article,the author think that the second language acquisition should based on the sociocultural theory and ecolinguisitics.
作者 吴文 甘勇
机构地区 西南大学 重庆外国语学校
出处 《北京第二外国语学院学报》 2011年第6期75-83,共9页 Journal of Beijing International Studies University
关键词 社会文化理论 二语习得 调节理论 最近发展区 活动理论 sociocutural theory second language acquisition mediation zone of proximal development Activity theory
分类号 H319.3 [语言文字—英语]
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参考文献60

  • 1Aljaafreh, A. And Lantolf, J. P. Negative feedback as regulation and second language learning in the zone of proximal development [ J ] . The Modern Language Journal, 1994, 78 : 465-483.
  • 2Anton, M. & F. J. DiCamilla. Socio-cognitive fimction of L1 collaborative interaction in the L2 classroom [ J ]. The Canadian Modern Language Review, 1998, 54 : 314-342.
  • 3Appel, G. And Lantolf, J. E Speaking as mediation: a study of L1 and L2 text recall tasks [ J ] . The ModernLanguage Journal, 1994, 78 : 437-452.
  • 4Broner, M. and Tarone, E. Is it fun? Language play in a fifth grade Spanish immersion classroom [ R ] . Paper presented at the annual conference of the American Association for Applied Linguistics. Starnford, CT. March, 1999.
  • 5Choi, S. & J. P. Lantolf. Representation and embodiment of meaning in L2 communication: Motion events in the speech and gesture of advanced L2 Korean and L2 English speakers [ J ] . Studies in Second Language Acquisition, 2008,30 : 191-224.
  • 6Coughlan, P. & Duff. Same task, different activities: Analysis of a SLA task from activity theory perspective [ A ] . In J. P. Lantolf and G. Appel (eds.), Vygostskian Approaches to Second Language Research[ C ] . Norwood, NJ : Ablex, 1994.
  • 7DiCamilla, F. & M. Anton. The function of repetition in the collaborative discourse of L2 learners: A Vygotskian perspective [J] . The Canadian Modern Language Review, 1997, 53 : 609-633.
  • 8Donato, R. Collective scaffolding in second language learning [ A ] . In J. P. Lantolf and G. Appel (eds.), Vygostskian Approaches to Second Language Research [C ] . Norwood, NJ : Ablex, 1994 : 33-56.
  • 9Donato, R. Sociocultural contributions to understanding the foreign and second language classroom [A ] . In J. P. Lantolf ( Ed. ) . Sociocultural Theory and Second Language Learning [ C ] . Oxford: OUP, 2000 : 29-52.
  • 10Donato, R and D. McCormick. A sociocutural perspective on language learning strategies: The role of mediation [ J ] . The Modern Language Journal, 1994, 78 : 453-464.

二级参考文献56

  • 1赵慧军.活动理论的产生、发展及前景[J].东北师大学报（哲学社会科学版）,1997(1):88-94. 被引量：49
  • 2李沂.А.Н.列昂捷夫的活动理论[J].心理学报,1979,11(2):233-241. 被引量：16
  • 3裴文.语言流变过程状态的时空观解释[J].安徽大学学报（哲学社会科学版）,2005,29(1):103-108. 被引量：6
  • 4李霞,兰英.基于社会文化学派理论的第二语言学习观及其述评[J].国外外语教学,2007(2):54-61. 被引量：30
  • 5Ableeva, R. 2008. Listening Comprehension in Foreign Language Instruction (CALPER Professional development Document 0810) [Z]. University Park, PA: The Pennsylvania State University, Center for Advanced Language Proficiency Education and Research.
  • 6Anton, M. 2003. Dynamic assessment of advanced foreign language learners [R]. Paper presented at the American Association of Applied Linguistics, Washington D. C., March 2003.
  • 7Brown, A. & R. Ferrara. 1985. Diagnosing zones of proximal development [A]. In J. Wertsch (ed.). Culture, Communication and Cognition. Vygotskian Perspectives [C]. Cambridge. CUP. 273-305.
  • 8Buchel, F. & U. Scharnhorst. 1993. The Learning Potential Assessment Device (LPAD) : Discussion of theoretical and methodological problems [A]. In J. Hamers, K. Sijtsma & A. Ruijssenaars ( eds. ) . Learning Potential Assessment : Theoretical, Methodological and Practical Issues[C]. Amsterdam: Swets & Zeitlinger. 83-111.
  • 9Calero, M. & E. Navarro. 2004. Relationship between plasticity, mild cognitive impairment and cognitive decline [J]. Archives of Clinical Neuropsychology 19 : 653-660.
  • 10Elkonin, D. 1998. Epilogue. The Collected Works of L. S. Vygotsky. Vol. 5. Child Psychology [M]. New York: Plenum.

共引文献379

同被引文献115

引证文献15

北京第二外国语学院学报
2011年 第6期

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