Lev S.Vygotsky's Sociocultural Theory and Chinese Language Teaching

概要

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In spite of the fact that several studies have lead to significant advances in understanding the influence of Vygotsky's sociocultural theory on second language learning, few have paid attention to the relationship between Vygotsky's theory and Chinese teaching. This article's main purpose is to explore the possible application of Vygotsky's theoretical perspective to Chinese language teaching. Conceptually, the zone of proximal development and scaffolding are employed to develop a theoretical framework to explain how sociocultural theory influences Chinese language teaching. This paper also emphasizes that Vygotsky's theory provides a valuable perspective in Chinese teaching, particularly as it relates to cultural-social context in which students' cognitive development can take place ; the teacher as a guidance role, the interdependence of teacher and student in co-construction of knowledge, and the change of teaching strategies.
名古屋商科大学の論文