Linguistic Relativity and Contextual Completion Hypothesis--Exploration of the Relationship Between Language and Thinking in Second Language Learning

The hypothesis of linguistic relativity was first introduced by Sapir and later carried forward by his student Whorf. The claim of the hypothesis of linguistic relativity that language influences thinking has always been a subject of discussion among many scholars. This paper seeks to synthesize the historical trajectory of research on the hypothesis of linguistic relativity, linking it with the Contextual Completion Hypothesis to explore how language-thought relationship theory applies to second language learning. From the perspective of the language-thought relationship, the paper argues that the inherent contextualized nature of script-based curricula can create a target-language environment which can serve as an essential resource that addresses the absence of a natural linguistic context faced by foreign language learners.This study proposes practical strategies for using script-based curricula to improve second language learning, diversify classroom experiences and learning methods, and increase study efficiency.