社交媒体在语境化二语学习的应用研究

发布时间：2018-03-07 11:36

本文选题：二语学习　切入点：社交媒体　出处：《中国电化教育》2017年08期 　论文类型：期刊论文

【摘要】：该文旨在从语言学习生态观的视角,并利用社交媒体为实践工具,创建一个语境化第二语言(二语)学习模式,把原本被视为"较难提供基于真实环境的语言学习及应用的机遇"的一般二语学习者的生活环境,转变为二语学习的利器。"语言学习生态观"认为:语言学习应是产生自一个"擅于利用学习情境来支持各种语言学习活动"的语言学习及语言应用者社群;语言的学习与应用是建立在学习者在社群中的真实/日常交际需要的基础上,学习重点应是在真实环境中的语言输出和交际能力。然而,二语学习者的一大局限是所身处的生活环境难有(或非有必要)使用目标语的机会,以致语言学习及应用被框在语言课堂内。如今网络发达,社交网络让语言学习者能够应用目标语把基于真实生活语境中的经历、心情、思考当成素材,创建社交媒体,以此引发同侪之间的互动、讨论、反思,及对语言应用的互评,从而拓展及深化社交媒体的内容,及提升语用能力。为示范这个理念的实际操作,该文也将提出一套面向中学生,名为"语用连群"(LI-nter Change)的教学框架,把学生的社交网络活动和课堂作文衔接起来,让学生利用在生活语境的所见所思,以华文进行叙述、描写、说明、议论四类交际活动,并将经同侪讨论而获得深化的内容融入作文中。
[Abstract]:This paper aims to study the ecological view from the perspective of language and the use of social media as a practical tool, creating a second language context (two language) learning model, originally regarded as "more difficult to provide language learning and application of the real environment opportunities" two language learners based on the living environment, change a tool for two language learning. Language learning ecology argues that language learning should be generated from a "good at using learning environment to support a variety of language learning activities" language learning and language application community; learning and application of language is the basis of true / daily communication need to be established in the learners in the community on learning should focus on the real environment the ability of language output and communication. However, a major limitation of two language learners in the living environment is difficult (or non necessary) machine will use the target language, so that language learning Application and framed in the language classroom. Now the network developed a social network that language learners can use the target language to the mood of real life in the context of experience, based on thinking as material, create social media, by the interaction between peers, discussion, reflection, peer assessment and the use of language, so as to expand and the deepening of social media content, and enhance pragmatic competence. For the actual demonstration of this concept, this paper also put forward a set of oriented students, called "pragmatic even group" (LI-nter Change) teaching framework, the students' social network classroom activities and writing together, let students see thoughts in use life context, with Chinese narration, description, description, discussion of four kinds of communicative activities, and the deepening of the peer discussion and content into the composition.

【作者单位】：南洋理工大学国立教育学院;
【分类号】：G434;H09

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