社会文化语言习得观视角下外语教学与评价模式研究

Study on Foreign Language Teaching and Assessment Models Under Socio-cultural Language Acquisition Theory

社会文化语言习得观是在维果斯基社会文化理论基础上发展起来的,该语言习得观认为人们真正掌握一门语言的标志是能用这门语言进行思维,即言语和思维的紧密结合,其结合的根源在于外部交往活动,其过程是经过外部言语到自我中心言语再到内部言语,学习者所处的社会文化环境对语言习得过程有很大的影响。因此,在外语教学中,进行丰富的语言输入和输出训练,创设多模态外语学习环境,采用朗读、背诵、默读相结合的学习方法,实施过程性和动态性评价相融合的教学评价体系可完美体现社会文化语言习得观的深刻内涵和理念。

Socio-cultural Language Acquisition Theory was developed from Vygotsky’s Socio-cultural Theory which mainly concludes the following ideas:the symbol for people to master a language is to use it to think,that is to say,speech and thought should be closely connected with each other.The root for this connection lies in external communication activities and its process is from external speech to egocentric speech and then to internal speech.The socio-cultural surroundings of learners influence the process of language acquisition greatly.Therefore,in foreign language teaching,the following teaching and assessment models can truly interpret the connotation and the ideas of Socio-cultural Language Acquisition Theory,that is,supplying enough language input and output training,creating multi-model foreign language learning surroundings,combining reading aloud,reciting and reading silently together and carrying out formative and dynamic assessment at the same time.