CAJ | 학술논문

自20世纪70年代后期以来,研究者对于语言学习者在学习和使用语言过程中所使用的学习策略产生了广泛的兴趣。这一兴趣也引发了研究者对语言学习策略培训的普遍关注。然而,几乎很少有研究关注到社会背景可能会制约或促进语言学习策略的使用和发展。本文借助于Vy-gotsk ian的社会文化理论,全面分析了制约语言学习者学习策略使用的因素,进而提出通过直接的语言策略培训,培养语言学习者平衡的学习策略意识。最后,本文要求语言教师应当构建有利的课堂教学环境,为语言学习者的互动学习提供支架。
자20세기70년대후기이래,연구자대우어언학습자재학습화사용어언과정중소사용적학습책략산생료엄범적흥취。저일흥취야인발료연구자대어언학습책략배훈적보편관주。연이,궤호흔소유연구관주도사회배경가능회제약혹촉진어언학습책략적사용화발전。본문차조우Vy-gotsk ian적사회문화이론,전면분석료제약어언학습자학습책략사용적인소,진이제출통과직접적어언책략배훈,배양어언학습자평형적학습책략의식。최후,본문요구어언교사응당구건유리적과당교학배경,위어언학습자적호동학습제공지가。
Since the late 1970s, there has been wide spread research interest in the strategies that learners use in learning and using second language. This interest has generalized a parallel research effort in language learner strategy instruction. However, little attention has been given to how social context may constrain or facilitate this use or development of new strategies. This article, based on Vygotskian socioeuhural theory, makes a round analysis of the factors that constrain language learners＇ use of strategies, and also suggests helping language leamcrs develop a balanced awareness of language learning strategies by explicit strategy training in class. Finally, it calls for teachers to provide opportunities for scaffolded interactions among members of classroom communities by designing favorable learning environ- ments.