Learning Culture and Social Interaction最新文献_第4页

From observation to entries into the conversation: Instructors' practices for displaying engagement in learners' small-group activities in a video-mediated crisis management course 从观察到进入对话：在视频介导的危机管理课程中，教师展示学习者小组活动参与度的实践

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-10-01 Epub Date: 2025-09-03 DOI: 10.1016/j.lcsi.2025.100942

Tuire Oittinen , Pentti Haddington

This study investigates practices by which instructors guide and support learners' small-group activities in video-mediated environments. Drawing on data from screen-recordings of sessions in crisis management training and using conversation analysis (CA), our aim is to unravel the sequential and temporal organization of moments when an instructor who has turned off their camera and microphone enters the conversation (i.e., produces an ‘entry’) and thereby displays engagement in the ongoing activity. The analysis shows how the entries are prompted by the learners' actions and established via the instructor's utilization of verbal (i.e., spoken and written), embodied and screen-based resources. Furthermore, we illustrate how instructor entries may have diverse functions in the overall pedagogical activity. They can be produced to 1) support and affiliate with the learners' discussion, 2) guide them in their work, or 3) correct some aspect of the pedagogical activity. The study shows how instructors can use different affordances of video-mediated environments to produce an entry into the learners' ongoing conversation and support task accomplishment.

本研究探讨了教师在视频媒介环境中指导和支持学习者小组活动的实践。利用危机管理培训课程的屏幕记录数据，并使用对话分析（CA），我们的目标是揭示当讲师关闭相机和麦克风进入对话（即产生“进入”）并因此显示参与正在进行的活动时，时刻的顺序和时间组织。该分析显示了条目是如何由学习者的行为提示，并通过教师对口头（即口语和书面）、具体化和基于屏幕的资源的利用而建立起来的。此外，我们说明了教师条目如何在整个教学活动中具有不同的功能。它们可以用于1)支持和参与学习者的讨论，2)指导他们的工作，或3)纠正教学活动的某些方面。该研究展示了教师如何使用视频媒介环境的不同辅助功能来进入学习者正在进行的对话并支持任务的完成。

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引用次数: 0

The Science of the Child: The lost Soviet pedology movement and its echoes today 《儿童科学：失落的苏联儿童学运动及其今天的回响》

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-10-01 Epub Date: 2025-08-14 DOI: 10.1016/j.lcsi.2025.100925

Peter Smagorinsky

This essay details the assumptions behind the field of pedology, also known as the “Science of the Child,” which originated in the U.S. and Europe in the late 1800s and was taken up in the new Soviet Union in the early 1920s. This field aspired to investigate all aspects of human biology and social life to inform the creation of schools, and from these disparate investigations produce a whole understanding of situated human development, especially in childhood and adolescence. This ambitious educational research program lasted from the launch of the Soviet Union through the Pedology Decree of 1936, when it was outlawed during Stalin's Great Terror or Great Purge, and its practitioners were banished or put to death. This essay situates the Science of the Child in the context of Soviet Marxism and Stalinist totalitarianism, outlines its tenets, and reviews the ferocious critiques that Soviet authorities, including leading psychologists, used to obliterate the movement. The essay concludes with lessons available from this effort to create a comprehensive program of developmental research, and a reflection on how political bureaucracies may control educational research and practice through the imposition of ideological imperatives.

这篇文章详细介绍了儿童学领域背后的假设，也被称为“儿童科学”，它起源于19世纪末的美国和欧洲，并在20世纪20年代初被新苏联所接受。这个领域渴望调查人类生物学和社会生活的各个方面，为学校的创建提供信息，并从这些不同的调查中产生对人类发展的整体理解，特别是在儿童和青少年时期。这个雄心勃勃的教育研究项目从苏联成立一直持续到1936年的《教育学法令》，在斯大林的大恐怖或大清洗期间，它被取缔，它的实践者被驱逐或处死。这篇文章将儿童科学置于苏联马克思主义和斯大林极权主义的背景下，概述了它的原则，并回顾了苏联当局，包括主要的心理学家，用来抹杀这一运动的激烈批评。本文总结了从这一努力中获得的经验教训，以创建一个全面的发展研究项目，并反思了政治官僚机构如何通过强加意识形态命令来控制教育研究和实践。

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引用次数: 0

Anonymous yet accountable: Investigating sociocultural dynamics in peer feedback among Vietnamese EFL students 匿名但可问责：调查越南英语学生同伴反馈中的社会文化动态

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-10-01 Epub Date: 2025-08-11 DOI: 10.1016/j.lcsi.2025.100939

Ha Van Le, The Bao Dang, Thien Phuc Vo, Mai Quoc Phu Nguyen, Ngoc Quynh Chi Nguyen

Academic writing is a core component of English language programs, and peer feedback has emerged as a pedagogical strategy to enhance students' writing proficiency and engagement. This study investigates the attitudes of English major students toward peer feedback in academic writing classes, using Sociocultural Theory as the analytical framework. Employing an explanatory sequential mixed-methods design, the study first surveyed 142 students to quantify general trends in attitudes, followed by semi-structured interviews with 12 participants to explore the sociocultural dimensions underpinning those attitudes. Findings indicate that while students generally perceive peer feedback as beneficial for their academic development, their engagement is notably shaped by sociocultural factors including face-saving norms, perceived proficiency hierarchies, and interpersonal relationship dynamics. Significantly, students strongly preferred anonymity in peer feedback to mitigate emotional discomfort and enhance objectivity. The study concludes that incorporating anonymous feedback mechanisms in peer review activities substantially addresses sociocultural constraints and improves student engagement, thus representing a key strategy for effective writing instruction in EFL contexts. These insights underscore the importance of culturally responsive pedagogical practices and provide clear implications for instructional design in writing pedagogy.

学术写作是英语语言课程的核心组成部分，同伴反馈已经成为提高学生写作水平和参与度的一种教学策略。本研究以社会文化理论为分析框架，探讨英语专业学生在学术写作课上对同伴反馈的态度。采用解释性顺序混合方法设计，该研究首先调查了142名学生，以量化态度的一般趋势，然后对12名参与者进行半结构化访谈，以探索支撑这些态度的社会文化维度。研究结果表明，虽然学生普遍认为同伴反馈有利于他们的学业发展，但他们的参与度明显受到社会文化因素的影响，包括面子规范、感知的熟练程度等级和人际关系动态。值得注意的是，学生在同伴反馈中强烈倾向于匿名，以减轻情绪不适，提高客观性。该研究的结论是，在同行评议活动中加入匿名反馈机制，实质上解决了社会文化限制，提高了学生的参与度，因此代表了在英语背景下有效写作教学的关键策略。这些见解强调了文化响应性教学实践的重要性，并为写作教学法的教学设计提供了明确的启示。

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引用次数: 0

Promoting children's social-emotional skills in classrooms: Exploring the role of collaborative learning and teacher scaffolding 促进儿童在课堂上的社交情感技能：探讨合作学习和教师脚手架的作用

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-10-01 Epub Date: 2025-08-06 DOI: 10.1016/j.lcsi.2025.100920

Sisilia Kusumaningsih, Jingjing Sun

Social-Emotional Learning (SEL) has been shown to promote children's academic success and positive social experiences in schools. Less is known, however, about how teachers can integrate SEL into instruction. To fill this gap, we examined whether Collaborative Reasoning, a peer-led discussion approach to collaborative learning, can be used in classrooms to facilitate children's development of social-emotional skills. We also investigated the role of teacher scaffolding on the development of such skills. Seventy-six 4th grade students and three teachers participated in a series of eight Collaborative Reasoning discussions. Using mixed-methods, we first coded children's social-emotional skills through summative content analysis of discussion transcripts and post-discussion interviews. Quantitative results showed that, of the five categories of social-emotional skills, children demonstrated decision-making, relationship building, and social-awareness skills; and over time, there was a significant increase in the decision-making and social-awareness skills. Using Epistemic Network Analysis (ENA), we then identified the pattern of association between teachers' scaffolding types and students' social-emotional skills. The ENA model showed that teachers' cognitive scaffolding is associated with students' decision-making while teachers' metacognitive scaffolding is linked with students' social awareness. This study demonstrated the potential of integrating Collaborative Reasoning into classroom instruction to promote children's social-emotional skills.

社会情绪学习（SEL）已被证明可以促进儿童在学校的学业成功和积极的社会体验。然而，关于教师如何将SEL融入教学，我们所知甚少。为了填补这一空白，我们研究了协作推理，一种以同伴为主导的协作学习方法，是否可以在课堂上使用，以促进儿童社会情感技能的发展。我们还调查了教师脚手架在这些技能发展中的作用。76名四年级学生和3名老师参加了一系列的8个协作推理讨论。采用混合方法，我们首先通过讨论记录的总结性内容分析和讨论后访谈对儿童的社交情感技能进行编码。定量结果表明，在五类社会情感技能中，儿童表现出决策、关系建立和社会意识技能；随着时间的推移，他们的决策能力和社会意识能力显著提高。利用认知网络分析（ENA），我们确定了教师脚手架类型与学生社交情感技能之间的关联模式。ENA模型显示，教师的认知支架与学生的决策相关，教师的元认知支架与学生的社会意识相关。本研究展示了将协作推理整合到课堂教学中促进儿童社交情感技能的潜力。

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引用次数: 0

Students' collaborative meaning-making in life skills education: Integrating personal experiences with theoretical knowledge 学生在生活技能教育中的合作意义建构：个人经验与理论知识的整合

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-10-01 Epub Date: 2025-09-03 DOI: 10.1016/j.lcsi.2025.100943

Sigrid Ernstsen , Anniken Furberg , Hans Christian Arnseth

Reflecting an international policy trend, several countries have incorporated life skills education (LSE) into their school curricula. While education has always transcended mere subject mastery, embedding life skills prompts schools to engage more closely with students' personal lives and experiences. The implications, and the opportunities and challenges that follow, remain relatively underexplored. Adopting a sociocultural and dialogic approach, this study examines students' collaborative meaning-making processes where their personal experiences intersect with more conventional theoretical knowledge resources. The empirical context is an LSE project where lower secondary school students engaged with the topic ‘youth, identity and belonging’. Microanalyses of student interaction reveal that personal experiences became important mediational means in the sense of enabling students to collectively explore and invoke a variety of perspectives, while simultaneously fostering engagement and peer support. Although theoretical resources introduced students to ‘authorised’ conceptualisations, personal experiences and theoretical knowledge remained disjointed rather than integrated. The findings underscore the significance of building on students' personal experiences within LSE, while also revealing challenges in integrating personal experiences with theoretical knowledge—an integral component for students' development of conceptual understanding. Thus, this study contributes insights that support LSE facilitation, or other educational settings where personal experiences take centre stage.

一些国家已将生活技能教育（LSE）纳入其学校课程，这反映了国际政策趋势。虽然教育总是超越单纯的学科掌握，但融入生活技能促使学校更密切地关注学生的个人生活和经历。其影响以及随之而来的机遇和挑战仍未得到充分探讨。采用社会文化和对话的方法，本研究考察了学生的个人经验与更传统的理论知识资源相交时的合作意义制造过程。实证背景是伦敦政治经济学院的一个项目，中学生参与了“青年、身份和归属”的主题。学生互动的微观分析表明，个人经历成为重要的中介手段，使学生能够集体探索和调用各种观点，同时促进参与和同伴支持。虽然理论资源向学生介绍了“授权”的概念，但个人经验和理论知识仍然脱节，而不是整合在一起。研究结果强调了在伦敦政治经济学院建立学生个人经验的重要性，同时也揭示了将个人经验与理论知识相结合的挑战——这是学生发展概念理解的一个组成部分。因此，这项研究提供了支持LSE促进或其他以个人经历为中心的教育环境的见解。

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引用次数: 0

Constructing interactional space across distant locations in a hybrid classroom 在混合教室中构建跨距离的互动空间

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-10-01 Epub Date: 2025-09-03 DOI: 10.1016/j.lcsi.2025.100940

Minttu Vänttinen

This single case analysis investigates how a geographically distributed dyad of pupils construct a shared interactional space during one of their first hybrid lessons, despite the constraints of the technological configuration, where the classroom and remote participants have no visual access to each other. The data come from a lesson in basic education during COVID-19, with participants both in a physical classroom and on a videoconferencing platform. The remote pupils only have aural access to (some) classroom interactions and visual access to materials shared by the teacher via videoconferencing and cannot be seen by the classroom participants. Drawing on multimodal conversation analysis, the study illustrates how a classroom pupil and a remote participant construct a hybrid interactional space despite the limited access to each other's embodied cues. This interactional accomplishment also draws the teacher's attention to the remote participants. The analysis demonstrates the asymmetric possibilities to participate in hybrid classrooms and highlights interactional spaces in these contexts as multimodal accomplishments. Furthermore, it reveals pupils' potential role in engaging remote participants. By focusing on the affordances and challenges for engagement in a hybrid classroom, the study offers timely insights into participation in changing educational environments.

这个单一的案例分析调查了地理上分散的学生如何在他们的第一次混合课程中构建一个共享的互动空间，尽管技术配置的限制，教室和远程参与者彼此没有视觉访问。这些数据来自2019冠状病毒病期间的一堂基础教育课，参与者既在实体教室，也在视频会议平台上。远程学生只能听到（一些）课堂互动，通过视频会议看到老师分享的材料，而教室参与者无法看到。利用多模态对话分析，该研究说明了课堂上的学生和远程参与者如何构建一个混合的互动空间，尽管彼此的具体线索有限。这种互动成就也将教师的注意力吸引到远程参与者身上。分析展示了参与混合教室的不对称可能性，并强调了这些背景下的互动空间是多模式的成就。此外，它揭示了学生在吸引远程参与者方面的潜在作用。通过关注混合课堂参与的优势和挑战，该研究及时提供了参与不断变化的教育环境的见解。

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引用次数: 0

Beyond the binary: Exploring gendered role negotiation and teacher mediation in playworld pedagogy 超越二元：探索游戏世界教育学中的性别角色协商与教师调解

IF 1.8 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-10-01 Epub Date: 2025-08-22 DOI: 10.1016/j.lcsi.2025.100937

Ade Dwi Utami

While extensive research has examined gendered play in early childhood, much of it has concentrated on teachers' gender beliefs, pedagogical practices, and the representation of gender in toys, media, and play materials. However, fewer studies have explored how children themselves conceptualise and negotiate gender roles within the dynamics of play, particularly in non-Western contexts. Concurrently, ongoing discourse persists regarding the origins of observed gender differences, whether they stem from biological factors or are socially constructed. Despite this, there remains a paucity of research on how gender is conceptualized by children within gendered play. This study aims to investigate how children engage with and internalize diverse gendered roles within playworld, a play approach adopted as an activity setting. From a dataset of 40 h of nine teachers and 38 children video observations during play, 11 h of data were analyzed for children-teacher interactions. The findings reveal how imaginary play environments afford children opportunities to explore and challenge traditional gender roles, thereby contributing to their gender identity. Furthermore, the study underscores the importance of teachers' responsiveness to children's perspectives on gender role tensions encountered during play. In its facilitation of children's gender identity development through play, playworld emerges as a pedagogical approach that underscores teachers' active role, supporting motive development while children negotiate gender tensions.

虽然广泛的研究考察了儿童早期的性别游戏，但大部分研究都集中在教师的性别信念、教学实践以及玩具、媒体和游戏材料中的性别表现。然而，很少有研究探索儿童如何在游戏动态中概念化和协商性别角色，特别是在非西方环境中。与此同时，关于观察到的性别差异的起源，无论是源于生物因素还是社会建构，正在进行的讨论仍然存在。尽管如此，关于性别是如何在性别游戏中被儿童概念化的研究仍然很少。本研究旨在探讨儿童如何在游戏世界中参与和内化不同的性别角色，游戏世界是一种作为活动设置的游戏方法。从9名教师40小时的数据集和38名儿童在游戏过程中的视频观察中，分析了11小时的儿童与教师互动数据。研究结果揭示了想象的游戏环境如何为儿童提供探索和挑战传统性别角色的机会，从而有助于他们的性别认同。此外，该研究强调了教师对儿童在游戏中遇到的性别角色紧张关系的看法作出反应的重要性。在通过游戏促进儿童性别认同发展的过程中，游戏世界作为一种教学方法出现，强调教师的积极作用，在儿童协商性别紧张关系时支持动机发展。

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引用次数: 0

Promoting active student participation in secondary schools with the ASPIRE intervention 透过ASPIRE计划，促进中学生积极参与中学活动

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-08-01 Epub Date: 2025-07-05 DOI: 10.1016/j.lcsi.2025.100921

Sara Berti, Valentina Grazia, Maddalena Vavassori, Luisa Molinari

Educational research consistently emphasizes the importance of creating favorable conditions for students to be active participants in their school life. However, evidence of interventions aimed at achieving this major educational goal is scarce. This work presents an overview of the first implementation of the ASPIRE (Active Student Participation to Improve the leaRning Environment) program, a whole-school intervention designed to enhance active student participation (ASP) in secondary schools. The program aims to actively engage students in a process based on reflective discussions and role-playing activities. In this paper, we describe the ASPIRE program and present the results of its implementation in eight 10th grade classes of two high schools located in Northern Italy, based on qualitative data. Focusing on students' voices concerning school climate improvement, the results underline the problems students felt as most pressing in their school life, the strategies they found for solving their problems and the challenges they expected to encounter. The role-playing process emerged as a particularly effective tool, helping students to strengthen interpersonal communication skills for exerting ASP in school. The feasibility and power of ASPIRE in the promotion of ASP are discussed in the light of the program's implications for research and practice.

教育研究一直强调为学生积极参与学校生活创造有利条件的重要性。然而，旨在实现这一主要教育目标的干预措施的证据很少。这项工作概述了ASPIRE（学生积极参与改善学习环境）计划的首次实施，这是一项旨在提高中学学生积极参与（ASP）的全校干预。该项目旨在通过反思性讨论和角色扮演活动，让学生积极参与到这个过程中来。在本文中，我们描述了ASPIRE计划，并根据定性数据介绍了该计划在意大利北部两所高中的八个10年级班级实施的结果。调查结果着重于学生对改善学校环境的看法，强调了学生在学校生活中感到最紧迫的问题、他们找到的解决问题的策略以及他们预计会遇到的挑战。角色扮演过程是一个特别有效的工具，帮助学生加强人际沟通技巧，在学校运用ASP。根据该计划对研究和实践的影响，讨论了ASPIRE在促进ASP方面的可行性和力量。

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引用次数: 0

Realizations & re-mediations: Enabling expression and interaction in collective embodied activities for children with disabilities 实现与调解：使残疾儿童能够在集体具体化活动中表达和互动

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-08-01 Epub Date: 2025-07-03 DOI: 10.1016/j.lcsi.2025.100919

Morgan Vickery, Joshua Danish

This study examines the design, implementation, and iterative refinement of a technology-facilitated embodied learning environment within Camp Expression, a reverse-inclusion summer camp for elementary-aged children with moderate-to-severe disabilities impacting communication. Drawing on sociocultural and critical disability perspectives, we identify how a series of embodied activity designs posed key barriers to campers' participation, including challenges related to abstraction between virtual and physical spaces, supporting campers' navigation of control, routine, and choice, and difficulties in fostering peer collaboration. Utilizing participatory co-design methodologies and insights from paraprofessional expertise, we rapidly and iteratively re-mediated our activity designs to serve the camp mission of fostering creative expression and opportunities for prosocial inter-camper interactions. Findings highlight how iterative co-design practices enabled rapid-iterative changes to the technology, environment, and facilitation of these activities to reduce disabling barriers to participation, be responsive to campers' needs and desires, and ultimately cultivate opportunities for more meaningful and rich expression and interaction. This work contributes to the learning sciences by demonstrating how designers of technology-facilitated embodied learning environments might center critiques and alterations around that which can (and should) be changed - the design without coming at the cost of learner dignity.

本研究考察了Camp Expression中技术促进的具身学习环境的设计、实施和迭代改进。Camp Expression是一个针对影响沟通的中度至重度残疾的小学年龄儿童的反向包容夏令营。从社会文化和批判性残疾的角度出发，我们确定了一系列具体化的活动设计是如何对营员的参与构成关键障碍的，包括与虚拟和物理空间之间的抽象相关的挑战，支持营员对控制、常规和选择的导航，以及促进同伴合作的困难。利用参与式共同设计方法和准专业人士的见解，我们快速迭代地重新调整了我们的活动设计，以服务于促进创造性表达和营员间亲社会互动的营地使命。研究结果强调了迭代式协同设计实践如何能够快速迭代地改变技术、环境和促进这些活动，以减少参与的障碍，对露营者的需求和愿望做出反应，并最终培养更有意义和丰富的表达和互动的机会。这项工作通过展示技术促进的具体学习环境的设计者如何围绕可以（和应该）改变的设计进行批评和改变，而不会以学习者的尊严为代价，从而为学习科学做出了贡献。

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引用次数: 0

Acts of distancing the talk: Decontextualization in peer talk and children-teacher talk at kindergarten 疏离谈话的行为：幼儿园同伴谈话和幼儿-教师谈话的脱语境化

IF 2 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Learning Culture and Social Interaction

Pub Date : 2025-08-01 Epub Date: 2025-05-21 DOI: 10.1016/j.lcsi.2025.100909

Sara Zadunaisky Ehrlich

This study investigates how language is distanced from the immediate context in two interactional settings among kindergarten-aged children. Distancing acts involve shifts from concrete, immediate experiences to abstract discourse, using nominalizations and encompassing elements of decontextualized language such as metalinguistic talk. The study integrates ethnographic fieldwork and conversation analysis transcription methods. The dataset consists of recordings of two groups of 15 kindergarten children in secular education in Israel. The findings demonstrate that peer and teacher-child talk depict distancing and decontextualized language use. However, the function and mediation of distancing differ. In children-teacher talk, language is often examined as a goal in itself, with external framing such as the teacher's scaffolding and explicit questioning, promoting distanced language use. In peer talk, distancing is internally framed and naturally emerges, serving interpersonal and relational functions within the peer group. These findings suggest that both conversational contexts serve as complementary “opportunity spaces” (Blum-Kulka, 2005), and contribute to children's ability to engage in distancing acts, with each setting providing distinct and complementary opportunities. The study highlights that emergence of decontextualized language is not a binary skill but a gradual, context-sensitive process. It introduces the concept of “acts of distancing” as integral to the broader developmental trajectory of language decontextualization which becomes increasingly detached from immediate contexts through interaction shaped by the conversational partners.

本研究探讨幼稚园儿童在两种互动情境中，语言与即时情境的距离。疏离行为包括从具体的、直接的经验到抽象话语的转变，使用名词化和包含非语境化语言的元素，如元语言谈话。该研究整合了民族志田野调查和对话分析转录方法。该数据集由以色列两组15名接受世俗教育的幼儿园儿童的记录组成。研究结果表明，同伴和教师与儿童的谈话描述了距离和非语境化的语言使用。但距离的作用和中介作用各不相同。在儿童与教师的对话中，语言本身往往被视为一个目标，在教师的框架和明确的提问等外部框架下，促进了远程语言的使用。在同伴交谈中，距离是内在的，自然出现的，服务于同伴群体中的人际和关系功能。这些发现表明，这两种对话环境都是互补的“机会空间”（Blum-Kulka, 2005），并有助于儿童参与疏远行为的能力，每种环境都提供了独特的互补机会。该研究强调，非语境化语言的出现不是一种二元技能，而是一个渐进的、对语境敏感的过程。它引入了“距离行为”的概念，将其作为语言去语境化更广泛的发展轨迹的一部分，通过对话伙伴塑造的互动，语言去语境化越来越脱离直接语境。

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引用次数: 0