The zone of proximal development(ZPD) and the scaffolding theory are very different,both in terms of their theoretical origins and connotations,and can even be said to be very different.However,during the development ...The zone of proximal development(ZPD) and the scaffolding theory are very different,both in terms of their theoretical origins and connotations,and can even be said to be very different.However,during the development of the two concepts,some scholars have misunderstood them,resulting in the two being mistaken for similar concepts and therefore often confused.Professor James Lantolf from Pennsylvania State University(State College,USA) was interviewed by Professor Lili Qin from Dalian University of Foreign Studies(Dalian,China) and provides an indepth analysis of these issues.The interview begins with the theoretical roots,connotations and definitions of the ZPD and scaffolding concepts,and then unravels the story of how they have been“mistakenly loved for life”,and ultimately it is made clear that the two concepts are completely different in their practical application to language teaching and should not continue to be used interchangeably.展开更多
Preceding works tend to explicate affordance through supposing what is happening here and now.They seldom relate it to actual social,diachronic activities,such as foreign language learning.To tackle this issue,this st...Preceding works tend to explicate affordance through supposing what is happening here and now.They seldom relate it to actual social,diachronic activities,such as foreign language learning.To tackle this issue,this study explores how students actualize affordances in technology-enriched language learning environment(TELLE)by examining their perezhivanija(lived and emotional experience),a term borrowed from sociocultural theory.Because an individual’s social life is a developing process or a perezhivanie2,it is necessary to base the research in a dynamic development of language learning to figure out how the affordances are actualized.Narrative interviews were adopted to collect data from three Chinese college students who learn English as a foreign language in a Northeastern university in China.The results showed that due to the students’different past perezhivanija in English learning,their present interpretations of the perceived affordances in TELLE varied.This influenced hugely in their actions taken during their English learning in college to actualize the affordances.The findings indicated that the actualization of affordances is historical,dynamic and developmental instead of static.It does not lie in the autonomy of the students or the teachers,but in the institutional and cultural legitimacy of technology use in student’s social life.The paper contributes to the application of affordance theory in foreign language learning and provides implications to language teaching practice in TELLE.展开更多
文摘The zone of proximal development(ZPD) and the scaffolding theory are very different,both in terms of their theoretical origins and connotations,and can even be said to be very different.However,during the development of the two concepts,some scholars have misunderstood them,resulting in the two being mistaken for similar concepts and therefore often confused.Professor James Lantolf from Pennsylvania State University(State College,USA) was interviewed by Professor Lili Qin from Dalian University of Foreign Studies(Dalian,China) and provides an indepth analysis of these issues.The interview begins with the theoretical roots,connotations and definitions of the ZPD and scaffolding concepts,and then unravels the story of how they have been“mistakenly loved for life”,and ultimately it is made clear that the two concepts are completely different in their practical application to language teaching and should not continue to be used interchangeably.
基金part of the work for the National Project on Social Sciences“Efficacy of Ecological Affordances Actualization in Language Learning Environment in China in the Technology Era”(16BYY093)
文摘Preceding works tend to explicate affordance through supposing what is happening here and now.They seldom relate it to actual social,diachronic activities,such as foreign language learning.To tackle this issue,this study explores how students actualize affordances in technology-enriched language learning environment(TELLE)by examining their perezhivanija(lived and emotional experience),a term borrowed from sociocultural theory.Because an individual’s social life is a developing process or a perezhivanie2,it is necessary to base the research in a dynamic development of language learning to figure out how the affordances are actualized.Narrative interviews were adopted to collect data from three Chinese college students who learn English as a foreign language in a Northeastern university in China.The results showed that due to the students’different past perezhivanija in English learning,their present interpretations of the perceived affordances in TELLE varied.This influenced hugely in their actions taken during their English learning in college to actualize the affordances.The findings indicated that the actualization of affordances is historical,dynamic and developmental instead of static.It does not lie in the autonomy of the students or the teachers,but in the institutional and cultural legitimacy of technology use in student’s social life.The paper contributes to the application of affordance theory in foreign language learning and provides implications to language teaching practice in TELLE.
