1 Introduction

In recent years, the affective turn has garnered attention in fields such as sociology and education, with emotion becoming central to research in second language acquisition and teacher development. Sociocultural Theory (SCT), as a framework for understanding individual cognitive development, emphasizes the influence of social relationships and cultural factors on the development of higher mental functions. Core SCT concepts such as mediation and internalization have gained traction in applied linguistics. The concept of "переживание," introduced by Vygotsky, has attracted interest in pedagogy and psychology, yet a unified Chinese translation remains lacking in domestic academia. This paper aims to clarify the core meaning of "переживание" based on Vygotsky’s original works, compare existing translations, identify an appropriate rendition, address misunderstandings, and provide insights for its application in second language acquisition and teacher development.

2 The Challenge of Translation

This section discusses the translation difficulties of the term "переживание" in Sociocultural Theory. Due to the lack of an exact equivalent in English, the term presents translation complexities, with scholars agreeing that no current English rendition fully captures its essence. Various translations appear in English academic literature, such as "experience," "emotional experience," and "lived experience," yet none are entirely satisfactory. In recent years, an increasing number of scholars have favored a zero-translation approach, retaining the transliterated form "perezhivanie." Scholars from other linguistic backgrounds have also attempted translations, such as "vivencia" in Spanish, 「体験」 in Japanese, and "체험" in Korean. Domestic academia similarly lacks a unified translation, with numerous renditions in Chinese literature and translations, hindering scholars' understanding, application, and development of the concept. Therefore, a systematic and in-depth analysis of the term based on Vygotsky’s original texts is necessary to accurately grasp its meaning and explore a more suitable Chinese translation.

3 Conceptual Meaning

"Переживание" is an inherent Russian term derived from the verb переживать//пережить, meaning "to live through" as well as the feelings, experiences, or perceptions during life’s course. The term carries multiple definitions in the Great Russian-Chinese Dictionary, including outliving a period, surviving others, or enduring misfortune. The semantic core of "переживание" stems from the fourth meaning of пережить—experiencing something in life. The term was introduced into philosophy and psychology before Vygotsky, who endowed it with new significance as a unit for studying the development of higher mental functions. In Vygotsky’s early works, "переживание" exhibited unconscious characteristics, its essence remaining enigmatic. Later, he defined it as a unit of the personality-environment unity, serving both as a psychological phenomenon and a theoretical tool for studying mental development, thus possessing dual connotations.

In The Crisis at Seven, Vygotsky defined "переживание" as a "unit of personality and environment," emphasizing its indivisibility and reflecting both the experienced environment and how the "I" perceives it. Rejecting reductionist approaches to studying the relationship between thought and speech, he proposed the unity of speech and thought—verbal thinking—analogous to the unity of personality and environment, advocating "переживание" as a unit for studying child psychology. Vygotsky viewed child development as a dialectical process, with the seven-year crisis bridging preschool and school-age periods, during which children begin to comprehend and self-perceive their "переживание." "Переживание" represents an individual’s reflection and response to lived events, serving as a driving force in the development of higher mental functions.

Vygotsky stressed that when studying environmental influences on child psychology, the focus should be on the child’s "переживание," as individuals in the same environment may experience it differently. He illustrated this with an example of three children in a household with an alcoholic mother: despite sharing the same environment, their "переживание" differed, leading to varied psychological and behavioral outcomes. Environment affects individuals through "переживание," yet not all "lived events" become "переживание"—only those processed by the individual’s personality and exerting positive or negative influences on psychological development qualify. "Переживание" may persist over extended periods, continually shaping mental development.

"Переживание" exhibits three characteristics: 1) unity of environment and personality, with marked unconsciousness; 2) individual uniqueness, as even in identical environments, "переживание" may differ; 3) persistence, with the derived "переживание" continuing to influence psychological development. The concept can be interpreted ontologically, as part of higher mental function development, and methodologically, serving as an analytical unit for studying human psychology and affective development, whether as a research object or a medium for examining environmental impacts.

4 Evolution of Meaning

This section examines the evolving meaning of "переживание" in Sociocultural Theory. After Vygotsky’s death, his theories gradually gained attention in Western psychology and pedagogy. Recently, influenced by the affective turn, scholars have deepened their interpretations of "переживание." Applied linguists domestically and internationally have employed the term to study second language learners and foreign language teachers, focusing on affective dimensions, the dialectical unity of cognition and emotion, and the interplay of affect, cognition, and activity. Research indicates that affective factors significantly influence second language learning and teacher development. Teachers can enhance their understanding of Vygotsky’s ideas by exploring students’ "переживание." Studies also reveal that teachers’ "переживание" reflects the "unity of origin" between cognition and emotion, shaping or modulating self-perception and professional cognition. Overall, compared to Vygotsky’s work, contemporary Sociocultural Theory places greater emphasis on the affective aspects of "переживание," with expanded research scopes and objectives.

5 Analysis of Translations

This section evaluates the suitability of translating "переживание" as "体验" (experience). First, "体验" exhibits broad collocational flexibility, enabling combinations with diverse terms to maintain terminological productivity. Second, considering its acceptance in literary and aesthetic studies, alongside Japanese and Korean translations, "体验" is deemed appropriate. Third, semantically, "体验" encompasses the action, subject, event, and experiential process of "переживание," functioning as both verb and noun, aligning with "переживать." Fourth, comparing "体验," "经历" (undergo), and "感觉" (feeling), "体验" better captures "переживание’s" essence by reflecting the unity of environment and personality and individual affective factors. Finally, while "体验" is suitable, it may oversimplify "переживание’s" complexity, as the latter emphasizes the psychological impact and processing of experiences.

6 Conclusion

In recent years, Sociocultural Theory has been widely applied in second language acquisition and foreign language education, attracting domestic scholarly attention. The term "переживание" holds significant research value in these fields, with its translation and standardization crucial for theoretical dissemination and localization. Its applications have expanded from philosophy, aesthetics, and psychology to applied linguistics and pedagogy. Russian scholars primarily examine the concept psychologically, while English-speaking scholars focus on its affective dimensions, with limited analysis of cognitive aspects. Vygotsky posited that cognition precedes affect in "переживание." As a Sociocultural Theory term, it emphasizes connections with emotion and cognition, yet English-speaking scholars often prioritize its role in identity cognition and construction, neglecting how cognitive factors shape self-awareness. The concept is integral to Vygotsky’s psychological framework, its development not being his ultimate goal. When interpreting and advancing the concept, scholars should refer to Vygotsky’s original texts, considering its relationships with other concepts and evolving meanings. Vygotsky’s perspective on "переживание" and its conceptual history warrant further in-depth study.