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基于维果茨基学派的建构主义学习理论在第二语言或外语学习中越来越重要。然而这种建构主义的理论对于第一线的教师来说常常显得遥不可及甚至毫不相关。本文旨在探讨英语作为外语的阅读教学的建构主义途径,阐释这种对话式途径使阅读者参与同文本或作者的意义建构,而非阅读过程的缄默的局外人。这种读者地位的转向意味着阅读者需要对阅读采取一种策略,以及教师需要以“脚手架”式的方式帮助学生获得有效独立的阅读策略。本文还探讨了这种“脚手架”支持的诸多具体方法,以有助于把建构主义话语的这种理论转变为第一线课堂教师使用的实践。
The theory of constructivism based on Vygotsky learning theory is more and more important in second language or foreign language learning. However, this constructivist theory is often out of reach or even irrelevant to front-line teachers. The purpose of this article is to explore the constructivist approach to English as a foreign language in reading teaching and to interpret this dialogistic approach to involve readers in the construction of the meanings of the text or author, rather than the silent outsider of the reading process. This shift in reader status means that readers need to adopt a strategy for reading and teachers need to help students acquire an effective and independent reading strategy in a “scaffolding” manner. This article also explores many specific ways this “scaffolding” supports to turn this theory of constructivist discourse into the practice used by first-line classroom teachers.