introduction

The importance of cultivating students' thinking qualities in the reform of basic foreign language teaching was emphasized, and the problem of neglecting language ontology teaching and insufficient discourse teaching in current teaching was pointed out. The article proposes the need to understand the relationship between language and thinking, as well as how to achieve their integration in classroom communication. Next, we will explore the possibility of integrating language and thinking from a theoretical perspective, and demonstrate how teachers can promote students' language and thinking development through classroom discourse.

The complete process of cognitive development in social interaction

In depth exploration of the complete process of thinking development in social interaction, emphasizing the instrumental role of language in thinking development. Vygotsky's theory suggests that the development of thinking goes through a process from social language to private language, ultimately internalizing into internal language. Through classroom learning activities, teachers guide students from not knowing how to summarize the main idea of paragraphs in an article to being able to read independently and internalize the ability to summarize. Under the guidance of teachers, students form inner language through social and personal language, ultimately achieving the integration of language and thinking. Classroom learning activities are a crucial part of the process of internalizing thinking, and the guidance of teachers is crucial for the development of students' thinking. By organizing learning activities reasonably and having clear classroom conversations, students can be motivated to reason, analyze, and argue, promoting the development of their thinking.

Activity types and rules

The importance of designing learning activities based on thinking types was emphasized, and it was pointed out that teachers should flexibly choose activity types according to subject characteristics and student needs. Taking reading teaching as an example, the teaching content should cover various thinking activities, such as inferring themes, analyzing structures, etc. The type of activity is limited by internal rules, and teachers need to set specific goals, familiarize themselves with the steps, and help students understand the communicative intention during communication. The chapter also points out the phenomenon of "emphasizing thinking over language" in open classes, including neglecting vocabulary and grammar teaching in reading activities, as well as the lack of argument based on textual evidence. The author will introduce activity rules such as complex sentence analysis, topic inference, and character analysis in the following sections to promote the integration and development of language and thinking.

Promote the integration and development of language and thinking in three types of activities

Explored in depth the role of three types of activities in promoting the integration and development of language and thinking. Firstly, analyzing complex sentence activities is crucial for improving students' language abilities, especially in the intermediate and advanced stages of learning, helping them understand complex sentence structures and exercise their thinking skills. Vygotsky emphasizes the importance of grammar learning for cognitive development, while Nuttall provides practical teaching advice, including steps such as identifying conjunctions, breaking sentences, and recognizing nouns and verbs. Through the case of high school English open classes, it demonstrates how teachers guide students to analyze complex sentences and understand implied meanings, but points out time constraints and neglect of main sentence analysis.

Conclusion and outlook

Based on Vygotsky's theory, this paper analyzes the shortcomings of language and thinking integration in English classrooms, and explores methods to promote the development of students' language and thinking integration through three learning activities of discourse analysis. The article emphasizes the influence of teachers' conceptual knowledge, teaching beliefs, and thinking abilities on the quality of classroom interaction, advocating for teachers to accumulate conceptual knowledge related to classroom activities in order to better guide student interaction and promote the integration of language and thinking. At the same time, the article cites the views of Bruner and van Compernolle, emphasizing the role of conceptual knowledge in promoting learning transfer and the development of abstract thinking.