摘要
本研究以活动理论为框架,构建概念型教学多元系统模型,展现教学的不同活动系统,突出中介的作用过程与所处的社会文化环境,再结合案例观察中介使用的特点及影响因素。研究表明:1)母语调控外语学习者的思维活动;2)二语是学习者目标语交流的必要工具;3)图式与物件促进学习者的记忆活动;4)概念知识是最根本的社会文化认知中介;5)同伴言语发挥参考性的中介作用。这些中介的使用受教师的信念、学生的语言水平和理解能力、教学时间与任务量、活动目标和任务性质、教师的身份与地位等社会文化环境因素影响。
This article constructs a concept-based instructional activity model, grounded within the framework of Activity Theory, for reinterpreting the five phases of the SLA newly-emerged pedagogy, concept-based in-struction. The model elaborates on the six elements, including mediation in different instructional activities. A microgenetic case study is presented in this article to focus on actual meditational tools in the model as well as the sociocultural factors affecting their utilization. The results are that L1 is the psychological mediation for thinking while L2 is the target language meaning-making tool; the schema and physical objects promote the student's memory; conceptual knowledge is the essential sociocultural cognitive tool, etc. Their usage is influenced by factors such as teacher's beliefs, students' L2 competence, instructional time and task, the nature and goals of activities, and teacher identity and standing.
出处
《现代外语》
CSSCI
北大核心
2016年第1期86-96,146-147,共11页
Modern Foreign Languages
基金
安徽省高校人文社会科学研究专项课题"基于活动理论的概念型教学法中介研究"(SK2015A776)的阶段性研究成果
关键词
中介
活动理论
概念型教学法
mediation
Activity Theory
concept-based instruction
