社会文化理论与基于语料库的英语教学

IF 3 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Tesol Quarterly Pub Date : 2023-11-20 DOI:10.1002/tesq.3282
Matthew E. Poehner, Xiaofei Lu
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引用次数: 0

摘要

虽然社会文化理论(以下简称SCT)起源于近一个世纪前俄罗斯心理学家L. S.维果茨基的著作中,但历史环境意味着该理论直到20世纪80年代才开始影响国际研究界。自从它被引入第二语言(L2)领域以来(例如,弗劳利&Lantolf, 1985),中介、内化和最近发展区(ZPD)等核心概念已被广泛引用来理解指导的第二语言发展过程。从21世纪初开始,许多L2 SCT学者不仅试图分析学习者的发展,而且通过理论指导的教学实践积极指导学习者的发展(见Lantolf &Poehner, 2014)。迄今为止,结合语料库语言学进行的第二语言SCT研究相对较少。在本文中,我们概述了该理论的核心原则,特别注意它们是如何被引入第二语言领域的。这里包括了一系列的学术研究,这些研究利用这一理论围绕语言学概念组织第二语言课程,并设计旨在支持学习者参与其中的活动和资源。这项工作被称为基于概念的语言教学(C-BLI),它为使用语料库帮助教师了解学习者的语言能力和提供语言实例来说明所研究的概念提供了肥沃的土壤。在解释了与C-BLI相关的常见程序之后,我们提供了最近研究的例子,表明该工作与语料库语言学的整合如何丰富第二语言教育。并对今后的研究提出建议。
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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.

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来源期刊
Tesol Quarterly
Tesol Quarterly Multiple-
CiteScore
6.40
自引率
6.20%
发文量
84
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.
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