{"title":"社会文化理论与基于语料库的英语教学","authors":"Matthew E. Poehner, Xiaofei Lu","doi":"10.1002/tesq.3282","DOIUrl":null,"url":null,"abstract":"<h2>1 INTRODUCTION</h2>\n<p>Although Sociocultural Theory (henceforth, SCT) originated nearly a century ago in the writings of Russian psychologist L. S. Vygotsky, historical circumstances meant that the theory began to influence international research communities only in the 1980s. Since its introduction to the second language (L2) field (e.g., Frawley & Lantolf, <span>1985</span>), central concepts such as <i>mediation</i>, <i>internalization</i>, and <i>zone of proximal development</i> (ZPD) have become widely invoked to understand processes of instructed L2 development. From the early 2000s onward, much L2 SCT scholarship has sought not merely to analyze learner development but to actively guide it through pedagogical practices informed by the theory (see Lantolf & Poehner, <span>2014</span>).</p>\n<p>To date, relatively few L2 SCT studies have been carried out in conjunction with corpus linguistics. In this paper, we outline central principles from the theory, with particular attention to how they have been brought into the L2 field. Included here is a line of scholarship that has employed the theory to organize L2 curricula around linguistic concepts and to design activities and resources intended to support learner engagement with them. This work, referred to as concept-based language instruction (C-BLI), provides fertile ground for uses of corpora to help teachers understand learner language abilities and to provide examples of language that illustrate the concept under study. After explaining common procedures associated with C-BLI, we offer examples from recent studies that suggest how the integration of this work with corpus linguistics might enrich L2 education. We then provide suggestions for future research.</p>","PeriodicalId":48245,"journal":{"name":"Tesol Quarterly","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Sociocultural Theory and Corpus-Based English Language Teaching\",\"authors\":\"Matthew E. Poehner, Xiaofei Lu\",\"doi\":\"10.1002/tesq.3282\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<h2>1 INTRODUCTION</h2>\\n<p>Although Sociocultural Theory (henceforth, SCT) originated nearly a century ago in the writings of Russian psychologist L. S. Vygotsky, historical circumstances meant that the theory began to influence international research communities only in the 1980s. Since its introduction to the second language (L2) field (e.g., Frawley & Lantolf, <span>1985</span>), central concepts such as <i>mediation</i>, <i>internalization</i>, and <i>zone of proximal development</i> (ZPD) have become widely invoked to understand processes of instructed L2 development. From the early 2000s onward, much L2 SCT scholarship has sought not merely to analyze learner development but to actively guide it through pedagogical practices informed by the theory (see Lantolf & Poehner, <span>2014</span>).</p>\\n<p>To date, relatively few L2 SCT studies have been carried out in conjunction with corpus linguistics. In this paper, we outline central principles from the theory, with particular attention to how they have been brought into the L2 field. Included here is a line of scholarship that has employed the theory to organize L2 curricula around linguistic concepts and to design activities and resources intended to support learner engagement with them. This work, referred to as concept-based language instruction (C-BLI), provides fertile ground for uses of corpora to help teachers understand learner language abilities and to provide examples of language that illustrate the concept under study. After explaining common procedures associated with C-BLI, we offer examples from recent studies that suggest how the integration of this work with corpus linguistics might enrich L2 education. 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Sociocultural Theory and Corpus-Based English Language Teaching
1 INTRODUCTION
Although Sociocultural Theory (henceforth, SCT) originated nearly a century ago in the writings of Russian psychologist L. S. Vygotsky, historical circumstances meant that the theory began to influence international research communities only in the 1980s. Since its introduction to the second language (L2) field (e.g., Frawley & Lantolf, 1985), central concepts such as mediation, internalization, and zone of proximal development (ZPD) have become widely invoked to understand processes of instructed L2 development. From the early 2000s onward, much L2 SCT scholarship has sought not merely to analyze learner development but to actively guide it through pedagogical practices informed by the theory (see Lantolf & Poehner, 2014).
To date, relatively few L2 SCT studies have been carried out in conjunction with corpus linguistics. In this paper, we outline central principles from the theory, with particular attention to how they have been brought into the L2 field. Included here is a line of scholarship that has employed the theory to organize L2 curricula around linguistic concepts and to design activities and resources intended to support learner engagement with them. This work, referred to as concept-based language instruction (C-BLI), provides fertile ground for uses of corpora to help teachers understand learner language abilities and to provide examples of language that illustrate the concept under study. After explaining common procedures associated with C-BLI, we offer examples from recent studies that suggest how the integration of this work with corpus linguistics might enrich L2 education. We then provide suggestions for future research.
期刊介绍:
TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -first and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.