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醉染图书社会文化理论与二语教学语用学9787521303254
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导读 李民 iii
Acknowledgments xxi
Transcription Conventions xxiii
1 Introduction 1
Introducing Sociocultural Theory and Second Language Instructional Pragmatics 1
Sociocultural Theory as a Basis for Educational Praxis 10
Research Context and Data Sources 25
Overview of the Chapters 28
2 Appropriateness in Language Learning and Language Teaching 31
Introduction 31
Theoretical Foundations of Appropriateness 32
Pragmatics as Mediated Action: A Pedagogical Framework 44
Conclusion 65
3 Understanding Learners as People 67
Introduction 67
Education and the Development of Personalities 69
Internalization as Personalization 80
Emotion and Instructional Pragmatics 89
Conclusion 94
4 Developing Awareness of Pragmatic Knowledge Through Verbalized Reflections 97
Introduction 97
Language as a Psychological Tool 99
Monologic Verbalized Reflection 102
Dialogic Verbalized Reflection 113
Conclusion 122
5 Developing Pragmatic Knowledge Through Appropriateness Judgment Tasks 126
Introduction 126
Dynamic Assessment an Pagatic Knowledge 127
Dynamically Administered Appropriateness Judgment Tasks as Transformative, Developmental Activity 134
Pre-enrichmenndPst-enrichment Appropriateness Judgment Tasks 151
Conclusion 157
6 Developing Performance Abilities Through Strategic Interaction Scenaris 61
Introduction 161
Dynamic Assessment an Pagatic Performance 164
Human Mediation and the Emergence of Controlled Performance 170
Orientation, Execution and Contrl 80
Conclusion 192
7 The Future of Vygotskian Approaches to Instructional Pragmatics 194
Introduction 194
Implications for Research 198
Implications for the Classroom 207
Implications for Teacher Education 213
Final Comments 219
References 221
雷米·范·康普诺利,卡内基梅隆大学现代语言学系副教授,主要教授与第二语言习得、法语研究等相关的课程,主要研究方向包括第二语言习得、教育学、语言测试、语用学和社会语言学,以及课堂话语与互动等。作者对于第二语言习得与语言教学有着深入的研究及独到的见解,已在各大靠前期刊上发表相关学术数篇。
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