社会文化理论与二语教学语用学

   《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。靠前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。

   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论文数篇。

   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 and Pragmatic Knowledge 127

Dynamically Administered Appropriateness Judgment Tasks as Transformative, Developmental Activity 134

Pre-enrichment and Post-enrichment Appropriateness Judgment Tasks 151

Conclusion 157

6 Developing Performance Abilities Through Strategic Interaction Scenarios 161

Introduction 161

Dynamic Assessment and Pragmatic Performance 164

Human Mediation and the Emergence of Controlled Performance 170

Orientation, Execution and Control 180

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