课堂语码转换研究的社会文化视角及其方法
|
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.
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.
引文
Cheng, T. 2013.Codeswitching and Participant Orientations in a Chinese as a Foreign Language Classroom [J]. The Modern Language Journal, 97 (4): 869-886.
Cook, V. 2001. Using the First Language in the Classroom[J]. The Canadian Modern Language Review, 57 (3): 403-423.
DiCamilla, F. & M. 2012.Antón. Functions of L1 in the Collaborative Interaction of Beginning and Advanced Second Language Learners [J]. International Journal of Applied Linguistics, 22 (2):160-188.
Harre, R. & G. Gillett. 1994. The discursive Mind[M]. Thousand Oaks, Calif.: Sage Publications.
Lantolf, J.P. & S. L. 2006.Thorne.Sociocultural Theory and the Genesis of Second Language Development[M]. Oxford: Oxford University Press.
Lee, J. H. & E. Macaro. 2013. Investigating age in the Use of L1 or English-only Instruction: Vocabulary Acquisition by Korean EFL learners [J]. The Modern Language Journal, 97(4): 887-901.
Leeming. P. 2011. Japanese High School Students’ Use of L1 During Pair Work[J]. International Journal of Applied Linguistics, 21(3): 360-382.
Liebscher, G. & J. Dailey-O’cain. 2005. Learner Code-Switching in the Content-based Foreign Language Classroom [J]. The Modern Language Journal (89): 234-247.
Mercer. N. 2004. Sociocultural Discourse Analysis: Analysing Classroom Talk as a Social Mode of Thinking[J]. Journal of Applied Linguistics, 1 (2):137-168.
Moore, P. 2013. An Emergent Perspective on the Use of the First Language in the English-as-a-Foreign-Language Classroom [J]. The Modern Language Journal, 97 (1): 239-253.
Qian et al.2009. Codeswitching in the Primary EFL Classroom in China -Two Case Studies [J]. System (37): 719-730.
Robbins, D. 2003. Vygotsky’s and A. A. Leontiev’s Semiotics and Psycholinguistics: Applications for Education, Second Language Acquisition, and Theories of Language[M]. Westport, Conn.: Praeger.
Tian, L. & Macaro, E. 2012. Comparing the Effect of Teacher Codeswitching with English-only Explanations on the Vocabulary Acquisition of Chinese University Students: A Lexical Focus-on-form Study [J]. Language Teaching Research, 16 (3): 367-391.
Vygotsky, L. S. 1978. Mind in Society[M]//The Development of Higher Psychological Processes. M. Cole, V. John-Steiner, S. Scribner, and E. Souberman. Cambridge, Mass.: Harvard University Press.
程晓丽. 2015.国内英语课堂语码转换研究的现状与展望[J]. 外国语文, 31 (5): 150-157.
崔靖靖,刘振前.2016. 输入间隔与频次对二语词汇习得影响的微变化研究[J]. 西安外国语大学学报, 24 (2):56-61.
董连忠, 朱庆龙.2007. 英语专业高级英语课母语使用情况调查[J]. 山东外语教学, 121 (6): 56-60.
盖淑华, 周小春.2013. 基于动态系统理论的同伴反馈实证研究——社会文化观视角[J]. 外语与外语教学, 269 (2): 36-40.
高军, 戴炜华.2007. 语言教学中的语码转换研究和实验分析[J]. 外语教学, 28 (1): 51-55.
高瑛,张绍杰.2010. 社会文化视域下的互动话语研究理据及其方法建构[J]. 东北师范大学报(哲学社会科学版), 248 (6): 103-109.
贾光茂, 方宗祥.2009. 激活最近发展区:大学英语课堂交际活动中教师及同伴支架作用研究[J]. 西安外国语大学学报, 17 (3): 84-87, 91.
姜孟.2012. 从社会文化理论透视二语习得[J]. 英语研究, 10 (3): 53-58.
李丹丽.2014. 二语协作任务中同伴支架对语言输出的影响[J]. 中国外语, 57 (1): 43-50.
林琳. 2016.基于社会文化理论视角的协作学习跟踪研究[J]. 外语教学, 37 (6): 58-63.
刘磊. 2017.社会文化理论视角下的二语习得研究述评[J]. 教学研究, 40 (1): 6-11.
刘学惠.2011. 社会文化理论视角下的外语课堂与语言学习[J]. 课程.教材.教法, 31(7): 46-51.
秦丽莉, 王绍平, 刘风光.2015. 二语习得社会文化理论研究的学科归属与理念[J]. 东北师范大学(哲学社会科学版), 273 (1): 193-196.
王晓燕, 王俊菊. 2012.同伴互动语码转换研究——基于英语学习者的课堂口语语料分析[J]. 解放军外国语学院学报, 35(3): 60-66.
文秋芳. 2003. 微变化研究法与二语习得研究[J]. 现代外语, 26 (3): 312-317.
文秋芳.2008. 评析二语习得认知派与社会派20年的论战[J]. 中国外语, 23 (3): 13-20.
文秋芳,周燕.2006. 评述外语专业学生思维能力发展[J]. 外语学刊, 132 (5):76-80.
谢谜. 2009.频率作用对英语语音纠错的影响——关于纠正[v]/[w]不分的一项微变化研究[J]. 外语研究, 113 (1): 63-69.
谢晓燕. 2011.英语专业课堂教师母语使用的数量、功能和原因调查[J]. 现代外语, 34 (3): 271-278.
徐锦芬. 2016.大学英语课堂小组互动中的同伴支架研究[J]. 外语与外语教学, 286 (1): 15-23.
徐智鑫. 2015.社会文化理论的动态系统思想阐释[J]. 南京航空航天大学学报(社会科学版), 17 (4): 49-53.
周丹丹.2004. 练习次数对故事复述的影响[J]. 解放军外国语学院学报(5): 41-45.
Cook, V. 2001. Using the First Language in the Classroom[J]. The Canadian Modern Language Review, 57 (3): 403-423.
DiCamilla, F. & M. 2012.Antón. Functions of L1 in the Collaborative Interaction of Beginning and Advanced Second Language Learners [J]. International Journal of Applied Linguistics, 22 (2):160-188.
Harre, R. & G. Gillett. 1994. The discursive Mind[M]. Thousand Oaks, Calif.: Sage Publications.
Lantolf, J.P. & S. L. 2006.Thorne.Sociocultural Theory and the Genesis of Second Language Development[M]. Oxford: Oxford University Press.
Lee, J. H. & E. Macaro. 2013. Investigating age in the Use of L1 or English-only Instruction: Vocabulary Acquisition by Korean EFL learners [J]. The Modern Language Journal, 97(4): 887-901.
Leeming. P. 2011. Japanese High School Students’ Use of L1 During Pair Work[J]. International Journal of Applied Linguistics, 21(3): 360-382.
Liebscher, G. & J. Dailey-O’cain. 2005. Learner Code-Switching in the Content-based Foreign Language Classroom [J]. The Modern Language Journal (89): 234-247.
Mercer. N. 2004. Sociocultural Discourse Analysis: Analysing Classroom Talk as a Social Mode of Thinking[J]. Journal of Applied Linguistics, 1 (2):137-168.
Moore, P. 2013. An Emergent Perspective on the Use of the First Language in the English-as-a-Foreign-Language Classroom [J]. The Modern Language Journal, 97 (1): 239-253.
Qian et al.2009. Codeswitching in the Primary EFL Classroom in China -Two Case Studies [J]. System (37): 719-730.
Robbins, D. 2003. Vygotsky’s and A. A. Leontiev’s Semiotics and Psycholinguistics: Applications for Education, Second Language Acquisition, and Theories of Language[M]. Westport, Conn.: Praeger.
Tian, L. & Macaro, E. 2012. Comparing the Effect of Teacher Codeswitching with English-only Explanations on the Vocabulary Acquisition of Chinese University Students: A Lexical Focus-on-form Study [J]. Language Teaching Research, 16 (3): 367-391.
Vygotsky, L. S. 1978. Mind in Society[M]//The Development of Higher Psychological Processes. M. Cole, V. John-Steiner, S. Scribner, and E. Souberman. Cambridge, Mass.: Harvard University Press.
程晓丽. 2015.国内英语课堂语码转换研究的现状与展望[J]. 外国语文, 31 (5): 150-157.
崔靖靖,刘振前.2016. 输入间隔与频次对二语词汇习得影响的微变化研究[J]. 西安外国语大学学报, 24 (2):56-61.
董连忠, 朱庆龙.2007. 英语专业高级英语课母语使用情况调查[J]. 山东外语教学, 121 (6): 56-60.
盖淑华, 周小春.2013. 基于动态系统理论的同伴反馈实证研究——社会文化观视角[J]. 外语与外语教学, 269 (2): 36-40.
高军, 戴炜华.2007. 语言教学中的语码转换研究和实验分析[J]. 外语教学, 28 (1): 51-55.
高瑛,张绍杰.2010. 社会文化视域下的互动话语研究理据及其方法建构[J]. 东北师范大学报(哲学社会科学版), 248 (6): 103-109.
贾光茂, 方宗祥.2009. 激活最近发展区:大学英语课堂交际活动中教师及同伴支架作用研究[J]. 西安外国语大学学报, 17 (3): 84-87, 91.
姜孟.2012. 从社会文化理论透视二语习得[J]. 英语研究, 10 (3): 53-58.
李丹丽.2014. 二语协作任务中同伴支架对语言输出的影响[J]. 中国外语, 57 (1): 43-50.
林琳. 2016.基于社会文化理论视角的协作学习跟踪研究[J]. 外语教学, 37 (6): 58-63.
刘磊. 2017.社会文化理论视角下的二语习得研究述评[J]. 教学研究, 40 (1): 6-11.
刘学惠.2011. 社会文化理论视角下的外语课堂与语言学习[J]. 课程.教材.教法, 31(7): 46-51.
秦丽莉, 王绍平, 刘风光.2015. 二语习得社会文化理论研究的学科归属与理念[J]. 东北师范大学(哲学社会科学版), 273 (1): 193-196.
王晓燕, 王俊菊. 2012.同伴互动语码转换研究——基于英语学习者的课堂口语语料分析[J]. 解放军外国语学院学报, 35(3): 60-66.
文秋芳. 2003. 微变化研究法与二语习得研究[J]. 现代外语, 26 (3): 312-317.
文秋芳.2008. 评析二语习得认知派与社会派20年的论战[J]. 中国外语, 23 (3): 13-20.
文秋芳,周燕.2006. 评述外语专业学生思维能力发展[J]. 外语学刊, 132 (5):76-80.
谢谜. 2009.频率作用对英语语音纠错的影响——关于纠正[v]/[w]不分的一项微变化研究[J]. 外语研究, 113 (1): 63-69.
谢晓燕. 2011.英语专业课堂教师母语使用的数量、功能和原因调查[J]. 现代外语, 34 (3): 271-278.
徐锦芬. 2016.大学英语课堂小组互动中的同伴支架研究[J]. 外语与外语教学, 286 (1): 15-23.
徐智鑫. 2015.社会文化理论的动态系统思想阐释[J]. 南京航空航天大学学报(社会科学版), 17 (4): 49-53.
周丹丹.2004. 练习次数对故事复述的影响[J]. 解放军外国语学院学报(5): 41-45.