最近发展区在二语习得研究中的诠释  

The Interpretations of ZPD in Second Language Acquisition and ZPD-related Research

作　　者：张福慧[1] 魏惠琳[2] 

机构地区：[1]东北师范大学外国语学院,吉林长春130024 [2]北京体育大学外语系,北京100084

出　　处：《东北师大学报（哲学社会科学版）》2010年第4期97-100,共4页Journal of Northeast Normal University(Philosophy and Social Science Edition)

基　　金：教育部人文社会科学青年项目(08jc740009)

摘　　要：最近发展区概念作为社会文化理论的核心组成部分,在二语习得领域得到广泛的应用,但对其内涵解读却存在一定偏差。本研究从国外二语习得研究入手,概括并分析了四种解读方式,分别为"克拉申的i+1"、"IRE模式"、"师生支架构建"、"生生支架构建"。其解读方式体现了由浅入深,由笼统走向具体的动态发展过程。与之相关的实证研究也证实了符合认知发展规律的师生互动或生生互动能够搭建支架,帮助学生穿越最近发展区,且对教学互动模式、反馈量表的制定有一定启示意义。但相关研究普遍规模偏小,焦点在语言结构的习得上,还有待未来加强研究的广度和深度。The construct of ＂Zone of Proximal Development＂ as a kernel concept of social cultural theory is diversely interpreted in second language acquisition. And accordingly it gives rise to the momentum in qualitative interaction case studies. Four interpretations are summarized,with regards to their analogy. They are Krashen＇s i＋1,IRE,scaffolding,collective scaffolding. ZPD related research findings generally support the scaffold help in improvement in language use,thus deepening understanding of the dynamic interactional process. However,due to small scale of the studies and focus on the acquisition of linguistic structures,the research still needs further duplication and verification.

关 键 词：最近发展区 二语习得 支架 

分 类 号：H0-06[语言文字—语言学]