社会文化视角下活动理论对大学英语的启示
Journal: Modern Education Forum DOI: 10.12238/mef.v7i4.7653
Abstract
随着全球化的不断深入,英语作为国际交流的重要工具,其教学在高等教育中占据着举足轻重的地位,因此,大学英语教学面临着新的挑战与机遇。社会文化理论强调学习的互动过程,而活动理论则关注学习者在特定社会文化背景下的活动和实践。本文首先回顾了社会文化理论和活动理论的基本观点和核心概念,并通过文献综述分析该理论如何应用在大学英语教学中。通过对活动理论的深入分析,本文旨在为大学英语教师提供一种新的教学框架,以培养学生的跨文化交际能力和批判性思维,同时促进教师对教学实践的反思和创新,有助于大学英语教学质量和效果的提高。
Keywords
社会文化理论；活动理论；大学英语；教学启示
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[4] Lantolf,J.P.,& Thorne,S.L.2006.Sociocultural theory and the genesis of second language development[M].Oxford: Oxford University Press.
[5] Lave,J.,& Wenger, E.1991.Situated learning:Legitimate peripheral participation[M].Cambridge:Cambridge University Press.
[6] Yamagata-Lynch,L.C.& Haudenschild M.T.2009.Using acti vity systems analysis to identify inner contradictions in teac her professional development[J].Teaching & Teacher Educati on,25(3):507-517.
[7] Green,J.G.& Y.Engeström.2014.Learning in activity[J]. R.Keith Sawyer:128-150.
[8] Wells,G.2002.The role of dialogue in activity theory [J].Mind,Culture & Activity.
[9] Herazo,J.D.,Davin,K.J.,& Sagre,A.2019.L2 dynamic assess ment:an activity theory perspective[J].Modern Language Jour nal,103:443-458.
[10] Lidz,C.S.1991.Practitioner's guide to dynamic assess ilford Press.
[11] Greeno J G & Engeström Y.2006.Learning in activity [M].NA.
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[15] 文秋芳.评析二语习得认知派与社会派20年的论战[J].中国外语,2008(3):11-20.
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