摘要
传统的二语习得研究重点关注习得个别语言单位或者句子加工方面的问题,而且研究通常脱离社会研究个体。而社会文化理论视角下的二语言习得研究,基于社会文化背景,关注个体参与社会活动时的语言使用策略,进而解读互动活动对学习者的语言意义构建能力、思维和认知的影响。我们以论证二语习得领域社会文化理论研究的学科属性和学科定位为基础,探讨其核心研究理念,旨在为当代中国外语教育的深化改革提出新的思路。
The traditional research in SLA stresses issues on the acquisition of discrete language units and the output of sentences,which usually divorce individuals from the society. However, the SLA research informed by Sociocultural Theory （SCT）, based on the sociocultural context, emphasizes the language use strategies the individuals adopt during social events, thus elucidates what effects the interactive activities bring to the individual＇s ability of meaning construction, thinking and cognition. On the basis of the argument on the subject nature and disciplinary position of SCT,we analyze its core philosophy, aiming to figure out another alternative for the deepening of reformation in contemporary foreign language education.
出处
《东北师大学报（哲学社会科学版）》
CSSCI
北大核心
2015年第1期193-196,共4页
Journal of Northeast Normal University(Philosophy and Social Science Edition)
基金
教育部人文社会科学青年基金项目(11YJCZH101)
辽宁省社会科学规划基金2012年度立项课题(L12DYY017)
大连外国语大学外国语言学与应用语言学研究基地阶段性成果
关键词
社会文化理论
心理语言学
二语习得研究
外语教育
Sociocultural Theory
Second Language Acquisition
Psycholinguistics
Foreign Language Education
