Identity and Communities of Practice in Foreign Language Learning Contexts

摘要: Throughout the 1990s and first decade of new millennium, some second language acquisition (SLA) researchers have begun to conduct research from a perspective on learner development that foregrounds effects situational or environmental variables learning process. These researchers, according Swain Deters (2007), privilege “participation” metaphor over more traditional focus “acquisition.” Important in this tradition (e.g., Lantolf, 1994; Pierce, 1995; Duff & Uchida, 1997; Norton Toohey, 2001) drawn upon poststructuralist social theory, as well Vygotsky's (1978) earlier notions situated zone proximal development, emphasize influence learner's environment shaping behaviors, consequently outcomes.