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James P. Lantolf

The Pennsylvania State University, USA

 

Abstract

This commentary addresses several key topics that relate to the current state of second language acquisition research and its relationship to language pedagogy. I argue that similar to the research model that SLA has adopted from psychology, the field is in a state of crisis, owing to several problematic issues: the exorbitant number of theories, several of which are incompatible, the lack of a general theory that is able to unify and integrate the findings of research from each of the individual theories, failure to confront the distinction between methodology, as the way researchers cognize their object of study and method, the research techniques deployed to investigate the object of study, heavy reliance on quantitative research that is unable to uncover underlying processes that account for the relationships between variables and that concomitantly values efficient causality over material and formal causality, and finally, the segregation of theory/research from pedagogical practice. The article then lays out a contemporary interpretation of L. S. Vygotsky’s theory of the human psyche, referred to as Structural-Systemic Theory (SST), as proposed by Aro Toomela. The theory argues that to explain psychological processes it is necessary to adopt a dialectical way of thinking about the object of study (i.e., L2 development), which identifies the components (material cause) that comprise the process as well as the relations between those components (formal cause). In keeping with Vygotsky’s dialectical approach to psychology, SST proposes an approach to research and practice that maintains Vygotsky’s instrumental method in which experimentation and practice, including schooled instruction, form a unity. An example for how SST is relevant for language instruction is provided.

 

Keywords

Crisis, methodology, methods, causality, praxis

 

二语习得研究中的危机与因果关系：对语言教学的启示
 

James P. Lantolf

宾夕法尼亚州立大学，美国

 

摘要

本文评述了与二语言习得（ SLA）研究现状及其与语言教学法关系相关的几个关键议题。我认为，与 SLA 所借鉴的心理学研究模式相似，该领域正处于危机状态，这归因于几个问题 ：理论数量过多，其中一些互不相容 ；缺乏一个能够统一和整合各理论研究成果的通用理论 ；未能正视方法论（即研究者认知其研究对象的方式）与方法（即用于调查研究对象的研究技术）之间的区别 ；严重依赖定量研究，这种方法无法揭示解释变量之间关系的内在过程，并且同时重视效力因果而忽视质料因果（物质因）和形式因果（形式因）；最后，理论 / 研究与教学实践相分离。本文随后阐述了 L. S. 维果茨基关于人类心理理论的当代诠释，即由阿罗·托梅拉（ Aro Toomela）提出的“结构 - 系统理论”。该理论认为，要解释心理过程，必须采用辩证的思维方式来思考研究对象（即第二语言发展），这种思维方式既要识别构成该过程的组成部分（质料因），也要识别这些组成部分之间的关系（形式因）。秉承维果茨基的辩证心理学方法，结构 - 系统理论提出了一种研究与实践相结合的方法，该方法坚持维果茨基的工具性方法，其中实验与实践（包括学校教育）形成一个统一体。本文提供了一个关于结构 - 系统理论如何与语言教学相关的实例。

 

关键词

危机，方法论，方法，因果关系，实践性