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通过身份重建和参与习得社会语言能力
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Abstract:
传统的二语教育大多强调课堂中语法和词汇的教学。但是学习者常常感到使用二语互动十分困难，这意味着他们依然缺少必要的社会语言能力。本文将两个实证研究放入“实践社区”(CoP)的框架中，来解释二语学习者——即使是初学者——在新环境中如何通过“身份”重建和使用不同“参与”策略习得二语的社会语言能力。最后，文章提倡更多地采用交互式二语教学。
Traditional second language (L2) education mostly emphasizes on the teaching and learning of grammar and vocabulary in the classroom. Yet learners often experience difficulties when they need to interact in the L2, which means that they may lack necessary sociolinguistic competence. This paper places two empirical studies in the Communities of Practice (CoP) framework and il-lustrates how L2 sociolinguistic competence can be acquired through identity reconstruction and different participation strategies, even for beginner-level learners in new communities. Thus, com-municative language teaching is advocated.
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