摘要
社会认知方法为二语习得研究提供了全新视角,但是其看似完美的理论框架背后存在着诸多问题需要解决。本文从理论与方法两个维度分析社会认知理论中的协同概念以及协同研究。通过对比研究发现,二语习得协同研究有社会认知协同与交互协同两种取向,有不同的理论基础和内涵。基于社会认知理论的协同研究:1)强调社会认知横跨两派的兼容性,研究方法过于单一;2)强调单一的面对面学习情境,忽视诸如基于网络媒介的其他互动与协同情境;3)强调协同的整体性与积极性,忽视协同的高低层次与消极性。因此,协同研究的维度和方法需要扩展,以丰富协同的内涵,继续验证与完善其理论体系。
The sociocognitive approach provides a new perspective for the study of SLA,but it seems that there are many problems that need to be solved behind its seemingly-perfect theoretical framework.This paper analyzes the concept of sociocognitive alignment and current corresponding researches from dimensions of both theory and method.It is found that there exist two types of alignments—sociocognitive and interactive,which have respective theoretical basis and connotation.Sociocognitive alignment emphasizes the compatibility,the faceto-face learning situation as well as the integrity and "greater good",while ignoring quantitative method,other interactive contexts like CMC environment and the possible levels and negativity of alignment.Therefore,the dimensions and methods of sociocognitive research need to be expanded to enrich the connotation of alignment and go further to validate and improve its theoretical system.
出处
《中国外语教育》
CSSCI
2018年第1期61-67,80,共7页
Foreign Language Education in China(Quarterly)