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1、9BuildingaNewModelofSecondLanguageAcquisitionInthischapterIdescribeanewmodelofSLAthatisbasedonLevVygotsky’ssocioculturaltheoryandMikhailBakhtin’sdialogizedhetero-glossia,andIdiscussitsimplicationsforSLAtheoryandpractice.Thischapterisdividedintothreesections:inthefirstIdiscussso
2、meimplicationsofthisnewmodelforSLAtheoryandresearch;inthesecondIaddressitsimplicationsforteaching;andinthethirdIdiscussitsimplicationsforsecondlanguagetesting.ADialogicallyBasedModelofSLAandItsImplicationsforSLATheoryandResearchAsthefindingsofthestudiesdescribedinChapter8indica
3、te,Vygot-sky’stheoryholdsgreatpromiseforthefieldofsecondlanguagetheoryandpractice.Vygotsky’sSCT,combinedwithBakhtin’sdialogism,asanepiste-mologyforhumanscienceso√ersthefieldofsecondlanguageacquisitionauniqueopportunityto‘‘heal’’theschismthatcurrentlyseparatesthelearner’ssocialen
4、vironmentfromhisorhermentalfunctioning.Vygotsky’sandBakhtin’stheoriesprovideabridgebetweenthelearner’sexternalandinternalrealities.Theyallowustoexaminelearningprocessesfromaholisticperspectiveinwhichthetwoseeminglyoppositepartsof170BuildingaNewModel171humanexistence,mentalands
5、ocial,mergetogetherinadialecticalrelation.Thatis,theexternalworlda√ectsandtransformstheindividual’smentalfunctioning,which,inturn,a√ectsandtransformssocial,cultural,andin-stitutionalsettings.TheVygotskyframeworkforcesustoexaminethelearner’ssecondlan-guagesocialenvironmentinadi
6、√erentlightthanthecurrentlyacceptedone.Withinthisnewframework,socialenvironmentisregardednotonlyasthesourceofthelearner’slanguageinputbutalsoasthesourceofthelearner’scognitivegrowth.Thisisillustratedinfigure9.1.Notethatwithinthistheoreticalframeworkourcurrentinsistenceonseparat
7、inglanguageabilityfromcognitiveabilitywouldbeviewedasinap-propriate.SuchaseparationwouldunderminethebasictenetofSCT,whichstatesthatlanguagerepresentsanindispensabletoolforhumancognitivegrowth.Therefore,exposuretoavarietyofpotentiallynewsocioculturalandinstitutionalsettings,and
8、discursivepracticesassociatedwiththesesettings,areviewedashav