社會文化理論與二語教學語用學（簡體書）

《社會文化理論與二語教學語用學》旨在基于社會文化理論，構建二語教學語用學的實施框架，為展開語用教學提供參考。 全書共分為七章。第一章至第三章主要介紹研究背景、理論基礎、研究設計等內容，建立社會文化理論與二語教學語用學的邏輯聯系。第四章至第六章為全書的主體部分，分別討論話語反思對二語語用意識發展的作用，得體性判斷任務對二語語用知識發展的作用，策略性互動情節對二語語用運用能力發展的作用。第七章在總結和分析本研究不足的基礎上，指出本書對科研、教學和教師教育的啟示意義，並為未來的研究指明方向。

雷米·范·康普諾利，卡內基梅隆大學現代語言學系副教授，主要教授與第二語言習得、法語研究等相關的課程，主要研究方向包括第二語言習得、教育學、語言測試、語用學和社會語言學，以及課堂話語與互動等。作者對于第二語言習得與語言教學有著深入的研究及獨到的見解，已在各大國際期刊上發表相關學術論文數篇。

導讀 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