摘要
Constructivist approaches to learning, based on the work of Vygotsky and others, are gaining momentum in the field of second and foreign language learning. However, social constructivist rhetoric often seems remote and even irrelevant to practising teachers. In this paper, we will briefly explain the constructivist approach to teaching reading to students of English as a foreign language. We will show how a dialogic approach to reading empowers readers to position themselves as participants in making meaning together with the text and its authors, rather than remaining as mute outsiders to the reading process. This shift in constructing reader-roles means that our students need to take a strategic approach to their reading, and will need careful scaffolding to help them develop effective, independent reading strategies and dispositions. We will suggest ways in which such scaffolding can help transform the rhetoric of social constructivist discourse into classroom realities.
基于维果茨基学派的建构主义学习理论在第二语言或外语学习中越来越重要。然而这种建构主义的理论对于第一线的教师来说常常显得遥不可及甚至毫不相关。本文旨在探讨英语作为外语的阅读教学的建构主义途径,阐释这种对话式途径使阅读者参与同文本或作者的意义建构,而非阅读过程的缄默的局外人。这种读者地位的转向意味着阅读者需要对阅读采取一种策略,以及教师需要以"脚手架"式的方式帮助学生获得有效独立的阅读策略。本文还探讨了这种"脚手架"支持的诸多具体方法,以有助于把建构主义话语的这种理论转变为第一线课堂教师使用的实践。
