社會(huì)文化視角的互動(dòng)觀

1、Sociocultural Perspectives of Interaction for L2 LearningAccording to Sociocultural(S-C)Theory(Vygotsky 1962,1978),interaction not only facilitates languagge learning but is a causative force in acquisition;further,all of learning is seen as essentially a social process which is grounded in sociocul

2、tural settings.According to S-C Theory,the interaction incudes interpersonal interaction:municative events and situations which occur between people,and intrapersonal interaction:munication that occurs within an individuals own mind. Interpersonal InteractionSymbolic mediation,a kind of interaction,

3、is a link between a persons current mental state and higher order functions that is provided primarily by language.以下對(duì)話發(fā)生在兩個(gè)ESL 學(xué)習(xí)者之間的對(duì)話(Gass，Selinker.2008):A: A man is uh drinking c coffee or tea with uh the saucer of the uh uh coffee set is uh in his uh kneeB: in him kneeA: uh on his kneeB: yeahA:

4、 on his kneeB: so sorry On his knee.The Zone of Proximal Development(ZPD) The ZPD, introduced by Vygotsky, is the difference between what a learner can do without help and what he or she can do with .it is an area of learning that occurs when a person is assisted by a teacher or peer with a higher s

5、kill set of the subject. The person learning the skill set cannot complete it without the assistance of the teacher or peer. Vygotsky and some educators believe educations role is to give children experiences that are within their zones of proximal development, thereby encouraging and advancing thei

6、r individual learning.ScaffoldingScaffolding,developed by Jerome Bruner, David Wood, and Gail Ross while applying Vygotskys concept of ZPD to various educational contexts,is a process through which a teacher or a more competent peer helps the student in his or her ZPD as necessary and tapers off thi

7、s aid as it becomes unnecessary. In order for scaffolding to work and have an effect, one must start at the childs level of knowledge and build from there.Very importantly, Learner not a passive recipient, but an active participant. 例如，在下列對(duì)話中，Mark 和Judy 是本族語(yǔ)者，Homer 是英語(yǔ)初學(xué)者。Homer 本沒(méi)有獨(dú)立表達(dá)思想的能力，但在與本族語(yǔ)者的交互中利用對(duì)方提供的“支架”，通過(guò)加詞的方式成功表達(dá)了自己的思想(Ellis,1994)。Mark: Come hereHomer: No come hereJudy: Where is Mark?Home