Sociocultural theory and SLA 社会文化理论与二语习得

1、Sociocultural theory and SLAWhat is sociocultural theory ? Lev Vygotsky At the heart of Vygotskys theory lies the understanding of human cognition and learning as social and cultural rather than individual phenomena.core 中介(mediation ) 控制( regulation) 内化( internalization ) 临近发展区( zone of proximal de

2、velopment) 搭手架( scaffolding) 私语(private speech) /内语( inner speech) 活动理论( activity theory) 心理发展研究方法( genetic method)中介(mediation ) The most fundamental concept of sociocultural theory is that the human mind is mediated. Vygotsky argues that humans do not act directly on the physical work; instead, th

3、ey rely on tools and labor activity(physical tools) to change the world. They also use symbolic tools to mediate and regulate their relationships with others and with themselves and thus change the nature of these relationships. two levels of mental functionslower levelhigher level Lower level menta

4、l functions involve impulsive and spontaneous actions which depend on their concrete surroundings and visual situations, such as using a stone to crack a walnut. Learning involves various higher level mental functions, such as logic memory, voluntary attention, conceptual thought, planning, percepti

5、on, and problem solving. These mental activities are mediated by signs and symbols, such as algebraic symbols, diagrams, schemes, and, of course, language. From Vygotskys perspective, the main symbolic tool available for the mediation of mental activity is language. Language not only facilitates the

6、 childs effective manipulation of objects but also controls the childs own behavior. It further directs the childs attention, formulates a plan, or articulates the steps to be taken in solving a problem or accomplishing a given task.控制( regulation) 低级心理机能向高级心理机能转化的过程被称作控制(Darhower, 2000: 9)。 它物控制 (

7、object- regulation) 他人控制( other- regulation) 自我控制( self- regulation) 在儿童成长的过程中, 他们起初要完全依靠他人, 没有能力控制周围的环境。而在儿童心理发展的早期阶段, 环境会影响儿童, 这一阶段被称为它物控制阶段( object- regulation)。例如, 父母叫儿童去拿远处的一个玩具, 在去拿玩具的过程中儿童很可能会被其他的东西吸引而忘记父母的指令。 在下一个阶段儿童可以完成某些任务, 但必须在父母、年长或者能力更强的同伴帮助下完成, 这些帮助是由恰当的语言作为中介的, 这一阶段被称为他人控制( other- re

8、gulation)阶段。他人控制的功能主要通过对话来实现。 儿童会逐渐掌握大部分策略性功能, 并最终获得完全独立的策略性功能, 即获得自我控制( self- regulation)。因此, 认知发展是儿童通过符号的中介作用来获得对策略性心理活动的控制( Lantolf& Appel 1994: 9- 12)。内化( internalization ) Internalization: the process through which members of communities of practice appropriate the symbolic artifacts used i

9、n communicative activity and convert them into psychological artifacts that mediate their mental activity. Internalization enables humans to abstract from physical objects and material actions.临近发展区( zone of proximal development) Based on his belief that learning takes place first interpersonally an

10、d then intrapersonally, Vygotsky (1986) argues that learning leads to development and described good instruction as “that which marches ahead of development and leads it” in school. Vygotsky (1978) identifies two developmental levels. The first level is called “actual developmental level” in which t

11、he child can independently complete tasks to some degree of difficulty. The second level is called “potential developmental level” , that the child can achieve with adults assistance. The difference between the task children can accomplish independently and the task children can accomplish with assi

12、stance is called “the zone of proximal development” (ZPD), which is defined by Vygotsky (1978) as: “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in

13、 collaboration with more capable peers”. Therefore, learning should precede development and this is the area a teacher should be aware of and on which he/she works.工作的难度ZPD他人指导下表现水准独立表现水准ZPD他人指导下表现水准独立表现水准ZPD他人指导下表现水准独立表现水准工作的难度时间 ZPD的特性 ZPD动态的本质搭手架( scaffolding) The process of supportive dialogue w

14、hich assists childrens learning has come to be known as scaffolding (Wood, Bruner, & Ross, 1976). Scaffolding in its literal meaning is a temporary structure that is often put up in the process of constructing a building. As each part of the new building is finished, the scaffolding is taken dow

15、n. The scaffolding is temporary, but essential for the successful construction of the building. Bruner (1978) uses it as a metaphor in describing it as “the steps taken to reduce the degrees of freedom in carrying out some tasks so that the child can concentrate on the difficult skill he/she is in t

16、he process of acquiring”. 搭手架有6个基本的功能(Antn,1999: 305; E llis& Barkhu izen, 2005: 235), 即吸引注意力、简化任务、维持目标、确定已完成任务和理想方案间的差距、控制解决问题时所产生的挫折和演示将执行的理性行动。私语(private speech) /内语( inner speech) Private speech：a term first used by Flavell in 1966 (quoted in Diaz and Berk 1992:20). This kind of speech is ty

17、pically defined, in contrast to social speech, as speech addressed to the self (not to others) for the purpose of self-regulation (rather than communication). In other words, when an individual uses private speech in verbal communication, s/he is not talking to another individual but trying to contr

18、ol her/his own self in that the speech helps mentally process task demands. Vygotsky (1934/1986) believed that a childs cognitive development originates in socialization activities (e.g., mother-child interactions) and then goes through a process of increasing individuation. To quote him (Vygosky 19

19、86): The earliest speech of child is . essentially social. At first it is global and multifunctional; later its functions become differentiated. At a certain age the social speech of the child is quite sharply divided into egocentric speech and communicative speech.Egocentric speech, splintered off

20、from general social speech, in time leads to inner speech, which serves both autistic and logical thinking. As the child grows old, this self-directed speech is transformed into silent inner speech. Azmita (1992:104) summarizes well the Vygotskyan perspective as follows: Private speech is first used during problem solving in the late preschool years (between 4 and 5 years of age) when children become capable of decentration, peaks between 5 and 6 years of age, and decreases during the middle to late elementary school years when it is internalized and transformed into inner regulation. 活动理论(