Critical Literature Review on Teaching Chinese as a World Language in the Context of Globalization

IF 0.5 Q3 LINGUISTICS

Language and Sociocultural Theory Pub Date : 2023-01-27 DOI:10.1558/lst.21178

Junling Zhu

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引用次数: 0

Abstract

Using perspectives on language and language learning in Second Language Acquisition (SLA), including the traditional cognitive orientation, sociocultural theory orientation, and critical theoretical orientation as theoretical frameworks, this study critically analyzes 78 papers published from 2014 to 2020 in Chinese as a Second Language—The Journal of the Chinese Language Teachers Association, USA (CSL), a leading journal that is devoted exclusively to the study of Chinese language, culture, and pedagogy. This study investigates how the teaching and learning of Chinese language and culture has been conceptualized and enacted in the field of SLA and explores factors that contributed to frustration, dissatisfaction, or criticisms in this field (e.g., Lantolf and Genung, 2002; Li and Duff, 2008, 2018; Thorne, 2005). Additionally, this study raises awareness of the value of sociocultural and critical perspectives on language teaching and learning (e.g., Douglas Fir Group, 2016; Fairclough, 1992; Halliday and Hasan, 1985; New London Group, 1996; Vygotsky, 1978), suggesting more critical and sociocultural-oriented research to support learning Chinese as a world language in the context of globalization.

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全球化背景下汉语世界语言教学的批评文献综述

本研究以传统认知取向、社会文化理论取向和批判理论取向为理论框架，对2014年至2020年发表在《中国作为第二语言》杂志(CSL)上的78篇论文进行了批判性分析，该杂志是专门研究中国语言文化的权威期刊。和教育学。本研究探讨了中国语言和文化的教学如何在二语习得领域被概念化和实施，并探讨了导致该领域受挫、不满或批评的因素(例如，Lantolf和Genung, 2002;Li and Duff, 2008, 2018;索恩,2005)。此外，本研究提高了对社会文化和批判性视角对语言教学和学习价值的认识(例如，Douglas Fir Group, 2016;Fairclough, 1992;Halliday and Hasan, 1985;新伦敦集团，1996;维果斯基(Vygotsky, 1978)，建议在全球化背景下进行更多批判性和社会文化导向的研究，以支持汉语作为世界语言的学习。

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来源期刊

Language and Sociocultural Theory LINGUISTICS-

CiteScore

1.30

自引率

20.00%

发文量

期刊介绍： Language and Sociocultural Theory is an international journal devoted to the study of language from the perspective of Vygotskian sociocultural theory. Articles appearing in the journal may draw upon research in the following fields of study: linguistics and applied linguistics, psychology and cognitive science, anthropology, cultural studies, and education. Particular emphasis is placed on applied research grounded on sociocultural theory where language is central to understanding cognition, communication, culture, learning and development. The journal especially focuses on research that explores the role of language in the theory itself, including inner and private speech, internalization, verbalization, gesticulation, cognition and conceptual development. Work that explores connections between sociocultural theory and meaning-based theories of language also fits the journal’s scope.