Document Type : Research Article

Authors

1 Associate Professor of Applied Linguistics, Education Department, Saint Michael's College, Colchester, Vermont, USA

2 Associate Professor of Japanese and Linguistics, School of Modern Languages, Georgia Institute of Technology, Atlanta, Georgia, USA

Abstract

In recent years, there has been a growing interest in bringing together Vygotskian sociocultural theory and cognitive linguistics for research on second language (L2) instruction. This paper explores the compatibility of the two theoretical orientations and finds that certain key assumptions within cognitive linguistics align well with sociocultural theory. Importantly, both theories hold similar positions on the relationship between language and cognition and on the influence of culture and the external physical world on language. Possible tension between the theories lies namely in their application to L2 pedagogy and research methodology for the classroom. In order to examine how sociocultural theory and cognitive linguistics are being integrated in L2 pedagogy, we review six recent empirical studies that are informed by both theories and that target the instruction of lexicogrammar in four different languages. We identify common themes and note challenges for future research. Finally, we make recommendations for the continued integration of sociocultural theory and cognitive linguistics for L2 instruction.

Keywords

Main Subjects

Article Title [Persian]

تلفیق و سازگاری نظریه اجتماعی-فرهنگی و زبان‌شناسی شناختی برای آموزش دستور و واژگان زبان دوم

Authors [Persian]

  • دکتر بنجامین وایت 1
  • دکتر کیوکو ماسودا 2

1 دانشیار زبانشناسی کاربردی، گروه علوم تربیتی، کالج سن مایکل، کولچستر، ورمونت، ایالات متحدۀ آمریکا

2 دانشیار آموزش زبان ژاپنی و زبانشناسی، دانشکدۀ زبانهای معاصر، دانشگاه فنی جورجیا، آتلانتا، جورجیا، ایالات متحدۀ آمریکا

Abstract [Persian]

در سال‌های اخیر، شاهد علاقه­مندی فزاینده‌ای به تلفیق نظریه اجتماعی-فرهنگی ویگوتسکی با زبان‌شناسی شناختی برای تحقیق در مورد آموزش زبان دوم بوده­ایم. مقاله حاضر با بررسی امکان سازگاری دو جهت‌گیری نظری ادعا دارد که برخی مفروضات کلیدی در زبان‌شناسی شناختی به خوبی با نظریه اجتماعی-فرهنگی همسو هستند. نکته حائز اهمیت این است که هر دو نظریه مواضع مشابهی پیرامون رابطه بین زبان و شناخت و نیز تأثیرات فرهنگ و دنیای فیزیکی بیرونی بر زبان دارند. اختلاف احتمالی بین  دو نظریه به نحوۀ کاربرد آنها در آموزش زبان دوم و روش تحقیق در کلاس­های زبان دوم مربوط است. به منظور بررسی نحوۀ ادغام نظریه اجتماعی-فرهنگی و زبان شناسی شناختی در آموزش زبان دوم، ما شش مطالعه تجربی اخیر مرتبط با هر دو نظریه را مرور می­کنیم که همگی به آموزش دستور زبان و واژگان در چهار زبان مختلف پرداخته­اند. تلاش می­شود ضمن شناسایی مضامین مشترک، چالش­های تحقیقات آتی در این زمینه خاطرنشان گردند. در نهایت، توصیه­هایی را برای ادغام تئوری اجتماعی-فرهنگی و زبان شناسی شناختی به منظور آموزش زبان دوم ارائه می کنیم.

Keywords [Persian]

  • آموزش زبان مبتنی بر مفهوم
  • زبان شناسی شناختی
  • آموزش دستور و واژگان زبان
  • نظریه اجتماعی-فرهنگی
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