摘要
二语习得研究历经多年发展逐步形成了认知和社会两大研究范式,它们在语言观、学习观、研究方法等诸多方面存在差异。但两大范式从不同角度对二语习得进行研究,所得结果可以互为补充。本文结合社会文化理论的核心概念,分析了从社会文化视角进行课堂语码转换研究的理据,并指出社会文化话语分析法和微变化方法契合了社会文化理论的特点,是对传统方法的拓展,从宏微观视角,结合动静态描写对课堂语码转换现象进行深入分析,研究结果将进一步完善二语习得研究。
The past decades saw the progressive formation of two contrasting schools in the field of second language acquisition:the cognitive and the sociocultural.They display fundamental differences in their understanding of language and learning,research methodology,etc.However,they address second language acquisition issues with complementary perspectives,and the combination of them will shed brighter light on second language acquisition research.This thesis argues for the application of sociocultural perspective in classroom codeswitching research.Two revised methods,which are thought to reflect the typical features of sociocultural theory,and balance dynamic-static,macro-micro perspectives,are introduced to ensure a finegrained,in-depth analysis of classroom codeswitching.
出处
《外国语文》
北大核心
2019年第2期155-160,共6页
Foreign Languages and Literature
基金
重庆市教育科学十二五规划课题"社会文化理论视域下高校英语专业课堂语码转换研究"(2015-GX-050)的成果之一
