描述
开 本: 16开纸 张: 胶版纸包 装: 平装-胶订是否套装: 否国际标准书号ISBN: 9787521303254丛书名: 世界语言学与应用语言学研究丛书
编辑推荐
本书共包含七章，除*章引言外，其他几章分别从语言学习与教学、学习者、语用学知识培养、表现能力培养等方面进行论述，从社会文化理论视角对二语语用教学进行了理论建构和实践研究，以令人信服的概念重构和实证依据成功地将社会文化理论运用于二语教学语用学，并构建了内在一致的教学框架，为二语教学提供了全新的理念和方法，对二语教学语用学研究和二语社会文化心理学研究有着重要的参考价值。本书在研究选题、理论基础、分析维度、实验设计、数据解读等方面均具有较大的创新性，代表着当今语用教学研究的*发展动向，对二语教学语用学的发展具有重要示范和推动作用。
内容简介
《社会文化理论与二语教学语用学》旨在基于社会文化理论，构建二语教学语用学的实施框架，为展开语用教学提供参考。全书共分为七章。*章至第三章主要介绍研究背景、理论基础、研究设计等内容，建立社会文化理论与二语教学语用学的逻辑联系。第四章至第六章为全书的主体部分，分别讨论话语反思对二语语用意识发展的作用，得体性判断任务对二语语用知识发展的作用，策略性互动情节对二语语用运用能力发展的作用。第七章在总结和分析本研究不足的基础上，指出本书对科研、教学和教师教育的启示意义，并为未来的研究指明方向。
目 录
导读 李民 iiiAcknowledgments xxiTranscription Conventions xxiii1 Introduction 1Introducing Sociocultural Theory and Second Language Instructional Pragmatics 1Sociocultural Theory as a Basis for Educational Praxis 10Research Context and Data Sources 25Overview of the Chapters 282 Appropriateness in Language Learning and Language Teaching 31Introduction 31Theoretical Foundations of Appropriateness 32Pragmatics as Mediated Action: A Pedagogical Framework 44Conclusion 653 Understanding Learners as People 67Introduction 67Education and the Development of Personalities 69Internalization as Personalization 80Emotion and Instructional Pragmatics 89Conclusion 944 Developing Awareness of Pragmatic Knowledge Through Verbalized Reflections 97Introduction 97Language as a Psychological Tool 99Monologic Verbalized Reflection 102Dialogic Verbalized Reflection 113Conclusion 1225 Developing Pragmatic Knowledge Through Appropriateness Judgment Tasks 126Introduction 126Dynamic Assessment and Pragmatic Knowledge 127Dynamically Administered Appropriateness Judgment Tasks as Transformative, Developmental Activity 134Pre-enrichment and Post-enrichment Appropriateness Judgment Tasks 151Conclusion 1576 Developing Performance Abilities Through Strategic Interaction Scenarios 161Introduction 161Dynamic Assessment and Pragmatic Performance 164Human Mediation and the Emergence of Controlled Performance 170Orientation, Execution and Control 180Conclusion 1927 The Future of Vygotskian Approaches to Instructional Pragmatics 194Introduction 194Implications for Research 198Implications for the Classroom 207Implications for Teacher Education 213Final Comments 219References 221
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