The Language and Learning Theories of Halliday and Vygotsky and their Contributions to Educational Practice
This paper will discuss two of the various theories of language and learning. Firstly, Halliday, committed to the language-based theory of learning, views all learning as a form of language development. Secondly, Vygotsky, committed to the socio-cultural theory, views learning as a process by which a learner internalizes knowledge. In discussing these views, we will probe into the theoretical isomorphism between the two theories, aiming at exploring up the extent to which both schools of thought may be complementary in views on issues like the nature of language, of learning and development, and of educational practice. From the comparison, we can see that although Halliday and Vygotsky come from different backgrounds and disciplines, their theories are remarkably compatible. Both Halliday and Vygotsky emphasize that learning takes place in a social context. A constructivist perspective is evident in both theories, and reciprocity is also a feature of both. Hallidays language-based theory and Vygotskys socio-cultural theory form the basis for many current educational practices.
halliday vygotsky language and learning theories contributions
ZHAO Xia
School of Foreign Languages Jiangsu University of Science and Technology, China
国际会议
The 36th International Systemic Functional Congress(第36届国际系统功能语言学大会暨第十一届全国功能语言学研讨会ISFC36)
北京
英文
270-273
2009-07-14（万方平台首次上网日期，不代表论文的发表时间）