Trào lưu hậu cấu trúc luận và những vấn đề đặt ra đối với ngành ngôn ngữ học ứng dụng
Nội dung chính của bài viết
Tóm tắt
Bài viết trình bày những nội dung cơ bản của trào lưu hậu cấu trúc luận liên quan đến ngành ngôn ngữ học ứng dụng, đặc biệt là lĩnh vực giáo dục ngoại ngữ. Mục đích của bài viết là phân tích những thách thức mà trào lưu hậu cấu trúc luận đặt ra đối với giáo dục ngoại ngữ ở ViệtNam. Đồng thời bài viết cũng đưa ra những gợi ý cần nghiên cứu sâu hơn để lĩnh vực giáo dục ngoại ngữ ở ViệtNam có thể tìm ra những giải pháp cho những thách thức đó.
Chi tiết bài viết
Từ khóa
cấu trúc luận, hậu cấu trúc luận, giáo dục ngoại ngữ, ngôn ngữ học ứng dụng
Tài liệu tham khảo
[1] Saussure, de F. Course in General Linguistics, trans, by Harris, R., Open Court Classics, Chicago, IL, 1983.
[2] Harris, R. Translator’s introduction. In de Saussure, F. (Ed.), Course in Genral Linguistics, trans. by Harris, R. Open Court Classics, Chicago, IL, 1983.
[3] Pennycook, A. Critical Applied Linguistics: A Critical Introduction. Lawrence Erlbaum Associates, Publishers, London, 2001.
[4] Newman, S. Power and Politics in Poststructuralist Thought. Routlege, 2005.
[5] Cameron, D. (2001). Working with spoken discouse. London: Sage Publication Ltd.
[6] Derrida, J. Of Grammatology. (Bản dịch sang tiếng Anh của G. C. Spivak). Johns Hopkins University Press, 1976. Nguyên tác xuất bản lần đầu năm 1967.
[7] Foucault, M. The Archaeology of Knowledge, trans. by Sheridan Smith, A. M., Pantheon, New York, 1972.
[8] Hall, S. The west and the rest. Trong cuốn S. Hall and B. Gieben (Eds.), Formations of modernity (pp. 275-332). Polity Press/ The Open University, 1992.
[9] Kress, G. Multimodality: A social semiotic approach to contemporary communication. London: Routledge, 2010.
[10] Weedon, C. Feminist practice and poststructuralist theory (2nd ed.). Oxford: Blackwell, 1997
[11] Pavlenko, A. Access to linguistic resources: Key variable in second language learning. Estudios de Sociolinguistica, 1(2), 85-105, 2000.
[12] Richards, J. C., Platt, J., & Weber, H. Longman dictionary of applied linguistics. London: Longman, 1985.
[13] Widdowson, H. G. Coming to Terms with Reality: Applied Linguistics in Perspective. Plenary address to the 12th World Congress of Applied Linguistics, AILA’99, Tokyo, 1999.
[14] Bourdieu, P. The forms of capital. In J. Richards (Ed.), Handbook of theory and research for the sociology of education (pp. 241-258). New York: Greenwood, 1986.
[15] Lantolf, J.P. & Pavlenko, A. Second language activity theory: Understanding second language learners as people. In M. Breen (Ed.), Learner contributions to language learning: New directions in research (pp. 141-158). London: Longman, 2001.
[16] Norton Peirce, B. Social identity, investment, and language learning. TESOL Quarterly, 29, 9-31, 1995.
[17] Vygotsky, L. S. (1997). Problems of the theory and history of psychology. In R. W. Rieber & J. Wollock (Eds.), The Collected works of L. S. Vygotsky. Vol. 3. New York: Plenum Press.
[18] Derrida, J. Margins of Philosophy (A. Bass, trans.) Chicago, IL: University of Chicago Press, 1982.
[19] Foucault, M. The subject and power. In H. Dreyfus & P. Rabinow (Eds.), Beyond Structuralism (pp. 208-226). Chicago, IL: University of Chica go Press, 1982.
[20] Pennycook, A. Critical applied linguistics: A critical introduction. Mahwah: Erlbaum, 2001.
[21] Davies, A. An Introduction to Applied Linguistics: From Practice to Theory . Edinburgh: Edinburgh University Press, 1999.
[22] Poynton, C. Grammar, language and the social: Poststructuralism and systemic-functional linguistics. Social Semiotics, 3, 1-21, 1993.
[23] Pavlenko, A. Poststruturalist approaches to the study of social factors in second language learning and use. In V. Cook (Ed.), Portraits of the L2 User (pp. 277-302). Clevedon, UK: Multilingual Matters, 2002.
[24] Freire, P. Pedagogy of the oppressed. New York: Herder & Herder, 1970.
[25] Girioux, H. Teachers as intellectuals: Toward a critical pedagogy of learning. South Hadley: Bergin Garvey, 1988.
[26] Wallerstein, N. Language and culture in conflict: Problem-in the ESL classroom. Reading: Addison-Wesley, 1983.
[27] Norton, B., & Toohey, K. Critical pedagogies and language learning, an introduction. In B. Norton and K. Toohey (Eds.), Critical pedagogies and language learning (pp. 1-17). Cambridge: Cambrdige University Press, 2004.
[28] Auerbach, E. The politics of the ESL classroom: Issues of power in pedagogical choices. In J. Tollefson (Ed.), Power and inequality in language education (pp. 9-33). New York: Cambridge University Press, 1995.
[29] Norton, B. Identity and language learning: Gender, ethnicity and educational change. London: Longman, 2000.
[30] Norton, B. Language, identity, and the ownership of English. TESOL Quarterly, 31(3), 409-429, 1997.
[31] Bucholtz, M., & Hall, K. Identity and interaction: A sociocultural linguistic approach. Discourse Studies, 74(4-5), 585-614, 2005.
[32] McKinney, C., & Norton, B. Identity in language and literacy education. In B. Spolsky & F. Hult (Eds.), The Handbook of Educational Linguistics. Oxford: Blackwell, 2008.
[33] Pavlenko, A., & Blackledge, A. (Eds.). Negotiation of Identities in Multilingual Contexts. Clevedon, UK: Multilingual Matters, 2004.
[34] Pavlenko, A., & Piller, I. New directions in the study of multilingualism, second language learning and gender. In A. Pavlenko, A. Blackledge, I. Piller, & M. Teutsch-Dwyer (Eds.), Multilingualism, Second Language Learning, and Gender (pp. 17-52). Berlin: Mouton de Gruyter, 2001.
[35] Kramsch, C. Second language acquisition, applied linguistics, and the teaching of foreign languages. The Modern Language Journal, 84(3), 2000.
[36] Benesch, S. Critical English for Academic Purposes. Mahwah, NJ: Lawrence Erlbaum Associates, 2001.
[37] Canagarajah, A. S. Resisting English Imperialism in English Language Teaching. Oxford: Oxford University Press, 1999.
[38] Lave, J. & Wenger, E. Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press,1991
[39] Norton Peirce, B. Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9-31, 1995
[40] Prabhu, N. S. There is no best method – why? TESOL Quarterly, 24, 161-176, 1990.
[41] Kumaravadivelu, B. The post-method condition: Emerging strategies for second/foreign language teaching. TESOL Quarterly, 28, 27-48, 1994.
[42] van Lier, L. From input to affordance: Social –interactive learning from an ecological perspective. In J. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 245-259). Oxford: Oxford University Press, 2000.
[43] Sower, C. Postmodern applied linguistics: Problems and contradictions. TESOL Quarterly, 33, 736-745, 1999.
Derrida, J. Writing and Difference. Chicago: Chicago University Press, 1978.
[2] Harris, R. Translator’s introduction. In de Saussure, F. (Ed.), Course in Genral Linguistics, trans. by Harris, R. Open Court Classics, Chicago, IL, 1983.
[3] Pennycook, A. Critical Applied Linguistics: A Critical Introduction. Lawrence Erlbaum Associates, Publishers, London, 2001.
[4] Newman, S. Power and Politics in Poststructuralist Thought. Routlege, 2005.
[5] Cameron, D. (2001). Working with spoken discouse. London: Sage Publication Ltd.
[6] Derrida, J. Of Grammatology. (Bản dịch sang tiếng Anh của G. C. Spivak). Johns Hopkins University Press, 1976. Nguyên tác xuất bản lần đầu năm 1967.
[7] Foucault, M. The Archaeology of Knowledge, trans. by Sheridan Smith, A. M., Pantheon, New York, 1972.
[8] Hall, S. The west and the rest. Trong cuốn S. Hall and B. Gieben (Eds.), Formations of modernity (pp. 275-332). Polity Press/ The Open University, 1992.
[9] Kress, G. Multimodality: A social semiotic approach to contemporary communication. London: Routledge, 2010.
[10] Weedon, C. Feminist practice and poststructuralist theory (2nd ed.). Oxford: Blackwell, 1997
[11] Pavlenko, A. Access to linguistic resources: Key variable in second language learning. Estudios de Sociolinguistica, 1(2), 85-105, 2000.
[12] Richards, J. C., Platt, J., & Weber, H. Longman dictionary of applied linguistics. London: Longman, 1985.
[13] Widdowson, H. G. Coming to Terms with Reality: Applied Linguistics in Perspective. Plenary address to the 12th World Congress of Applied Linguistics, AILA’99, Tokyo, 1999.
[14] Bourdieu, P. The forms of capital. In J. Richards (Ed.), Handbook of theory and research for the sociology of education (pp. 241-258). New York: Greenwood, 1986.
[15] Lantolf, J.P. & Pavlenko, A. Second language activity theory: Understanding second language learners as people. In M. Breen (Ed.), Learner contributions to language learning: New directions in research (pp. 141-158). London: Longman, 2001.
[16] Norton Peirce, B. Social identity, investment, and language learning. TESOL Quarterly, 29, 9-31, 1995.
[17] Vygotsky, L. S. (1997). Problems of the theory and history of psychology. In R. W. Rieber & J. Wollock (Eds.), The Collected works of L. S. Vygotsky. Vol. 3. New York: Plenum Press.
[18] Derrida, J. Margins of Philosophy (A. Bass, trans.) Chicago, IL: University of Chicago Press, 1982.
[19] Foucault, M. The subject and power. In H. Dreyfus & P. Rabinow (Eds.), Beyond Structuralism (pp. 208-226). Chicago, IL: University of Chica go Press, 1982.
[20] Pennycook, A. Critical applied linguistics: A critical introduction. Mahwah: Erlbaum, 2001.
[21] Davies, A. An Introduction to Applied Linguistics: From Practice to Theory . Edinburgh: Edinburgh University Press, 1999.
[22] Poynton, C. Grammar, language and the social: Poststructuralism and systemic-functional linguistics. Social Semiotics, 3, 1-21, 1993.
[23] Pavlenko, A. Poststruturalist approaches to the study of social factors in second language learning and use. In V. Cook (Ed.), Portraits of the L2 User (pp. 277-302). Clevedon, UK: Multilingual Matters, 2002.
[24] Freire, P. Pedagogy of the oppressed. New York: Herder & Herder, 1970.
[25] Girioux, H. Teachers as intellectuals: Toward a critical pedagogy of learning. South Hadley: Bergin Garvey, 1988.
[26] Wallerstein, N. Language and culture in conflict: Problem-in the ESL classroom. Reading: Addison-Wesley, 1983.
[27] Norton, B., & Toohey, K. Critical pedagogies and language learning, an introduction. In B. Norton and K. Toohey (Eds.), Critical pedagogies and language learning (pp. 1-17). Cambridge: Cambrdige University Press, 2004.
[28] Auerbach, E. The politics of the ESL classroom: Issues of power in pedagogical choices. In J. Tollefson (Ed.), Power and inequality in language education (pp. 9-33). New York: Cambridge University Press, 1995.
[29] Norton, B. Identity and language learning: Gender, ethnicity and educational change. London: Longman, 2000.
[30] Norton, B. Language, identity, and the ownership of English. TESOL Quarterly, 31(3), 409-429, 1997.
[31] Bucholtz, M., & Hall, K. Identity and interaction: A sociocultural linguistic approach. Discourse Studies, 74(4-5), 585-614, 2005.
[32] McKinney, C., & Norton, B. Identity in language and literacy education. In B. Spolsky & F. Hult (Eds.), The Handbook of Educational Linguistics. Oxford: Blackwell, 2008.
[33] Pavlenko, A., & Blackledge, A. (Eds.). Negotiation of Identities in Multilingual Contexts. Clevedon, UK: Multilingual Matters, 2004.
[34] Pavlenko, A., & Piller, I. New directions in the study of multilingualism, second language learning and gender. In A. Pavlenko, A. Blackledge, I. Piller, & M. Teutsch-Dwyer (Eds.), Multilingualism, Second Language Learning, and Gender (pp. 17-52). Berlin: Mouton de Gruyter, 2001.
[35] Kramsch, C. Second language acquisition, applied linguistics, and the teaching of foreign languages. The Modern Language Journal, 84(3), 2000.
[36] Benesch, S. Critical English for Academic Purposes. Mahwah, NJ: Lawrence Erlbaum Associates, 2001.
[37] Canagarajah, A. S. Resisting English Imperialism in English Language Teaching. Oxford: Oxford University Press, 1999.
[38] Lave, J. & Wenger, E. Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press,1991
[39] Norton Peirce, B. Social identity, investment, and language learning. TESOL Quarterly, 29(1), 9-31, 1995
[40] Prabhu, N. S. There is no best method – why? TESOL Quarterly, 24, 161-176, 1990.
[41] Kumaravadivelu, B. The post-method condition: Emerging strategies for second/foreign language teaching. TESOL Quarterly, 28, 27-48, 1994.
[42] van Lier, L. From input to affordance: Social –interactive learning from an ecological perspective. In J. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 245-259). Oxford: Oxford University Press, 2000.
[43] Sower, C. Postmodern applied linguistics: Problems and contradictions. TESOL Quarterly, 33, 736-745, 1999.
Derrida, J. Writing and Difference. Chicago: Chicago University Press, 1978.