第二言語習得研究における社会文化的アプローチ

概要

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When research on second language acquisition (SLA) began to prevail in the 1970s and 1980s, the SLA process was primarily deemed as the cognitive process which occurs inthe mind. While acknowledging the importance of this traditional approach, due to the increasing awareness of the socially constructed nature of cognitive development,many researchers currently claim that cognition is not the sole SLA paradigm andconsider the cognitive and sociocultural processes as two parallel constituents of SLA.Such a perspective has contributed to the emergence of various sociocultural theories in the area of applied linguistics, such as Vygotskian sociocultural theory, languagesocialization, situated learning, critical theory, identity approach, socio-constructionistgenre theory, and so on. This paper delineates the historical background of theparadigm shift from the dominance of cognitivism to sociocultural perspectives of SLA,and discusses how to apply sociocultural theories in empirical SLA studies, focussingon the socio-constructionist genre theory, the concept of situated learning, and anidentity approach to SLA.
2012-03-31