“Context” has been increasingly featured and acknowledged in second language (L2) research because L2 teaching is recognised to be shaped by the environments in which it is situated. Numerous theoretical perspectives were introduced to L2 research that aim to capture the contextual forces at work in teaching and learning, including but not limited to Activity Theory, Complexity Theory, and Sociocultural Theory. Activity Theory holds that a learner's motives (human needs directed towards an object) are highly malleable, subject to the influence of such contextual variables as institutional rules, community, tools and artefacts available (see Leont'ev, 1978, 1981 who popularised Activity Theory from Sergei Rubenstein's founding and also Engeström's more current work in 1999). Complexity Theory, which has been widely adopted in both physical and social sciences, originates from physics (Martin et al., 2019). Complexity Theory was later introduced into L2 research by Diane Larsen-Freeman who posits that language learning is not only a process but a volatile and emerging system that is shaped by components of the system (e.g., learners, teachers, schools) engaging in constant and vibrant interactions (Larsen-Freeman, 2014). Sociocultural Theory highlights the sociocultural contexts where learning takes place (Lantolf, 2000; Vygotsky, 1978). Informed by a social constructivist view of learning, key concepts such as scaffolding (e.g., teachers’ support for learners) are put forward. In particular, Vygotsky argues that communication plays an indispensable role in language learning. Extrapolating Vygotsky's work to L2 research, Swain (2006) claims that languaging, dialogues among learners to discuss issues in L2 learning, is an important process of learning a L2.

“语境”在第二语言 (L2) 研究中越来越受到重视和认可，因为人们认为 L2 教学会受到其所处环境的影响。L2 研究引入了许多理论观点，旨在捕捉教学和学习中的情境力量，包括但不限于活动理论、复杂性理论和社会文化理论。活动理论认为，学习者的动机（针对对象的人类需求）具有高度可塑性，受制于制度规则、社区、工具和可用人工制品等背景变量的影响（参见 Leont'ev，1978 年，1981 年推广活动理论的人来自 Sergei Rubenstein 的创立以及 Engeström 在 1999 年的最新作品）。复杂性理论，已在物理和社会科学中广泛采用，起源于物理学（Martin 等人，2019）。复杂性理论后来被 Diane Larsen-Freeman 引入到 L2 研究中，她认为语言学习不仅是一个过程，而且是一个不稳定的新兴系统，由系统的组成部分（例如，学习者、教师、学校）塑造，参与持续和充满活力的互动（Larsen-Freeman，2014）。社会文化理论强调学习发生的社会文化背景（Lantolf，2000 年；Vygotsky，1978 年）。受社会建构主义学习观的启发，提出了脚手架（例如，教师对学习者的支持）等关键概念。特别是，维果茨基认为交流在语言学习中起着不可或缺的作用。将 Vygotsky 的工作外推到 L2 研究，languaging，学习者之间的对话，讨论二语学习中的问题，是学习二语的重要过程。