本文關(guān)鍵詞： 移動(dòng)語言學(xué)習(xí) 移動(dòng)社交網(wǎng)絡(luò) 用戶生成內(nèi)容 情境化學(xué)習(xí) 設(shè)計(jì)研究　出處：《中國遠(yuǎn)程教育》2012年07期 　論文類型：期刊論文

【摘要】：對(duì)當(dāng)前英語外語教育(英語作為外語,English as a Foreign Language,以下簡稱"EFL")實(shí)踐和相關(guān)文獻(xiàn)的分析表明,大多數(shù)EFL實(shí)踐仍然是教師主導(dǎo)學(xué)習(xí)過程的傳統(tǒng)語言學(xué)習(xí)形式,學(xué)生是知識(shí)的被動(dòng)接受者。此外,EFL學(xué)習(xí)也因?yàn)閷W(xué)習(xí)者很少有機(jī)會(huì)在課堂之外進(jìn)行實(shí)踐而受到置疑。以學(xué)生為中心、有意義的、情境化的語言學(xué)習(xí)實(shí)踐能夠解決EFL當(dāng)前所面臨的這些困境,移動(dòng)技術(shù)和社交網(wǎng)絡(luò)具備創(chuàng)建這種學(xué)習(xí)實(shí)踐的潛力,它們不僅僅能建立在學(xué)習(xí)者需求和經(jīng)驗(yàn)的基礎(chǔ)上,并且可以讓學(xué)習(xí)者參與課堂之外的整個(gè)學(xué)習(xí)過程。此外,很多關(guān)于移動(dòng)學(xué)習(xí)的文章強(qiáng)調(diào)移動(dòng)學(xué)習(xí)能夠?yàn)閷W(xué)生創(chuàng)建情境化、有意義的、真實(shí)的學(xué)習(xí)機(jī)會(huì)。本研究選擇33位EFL的大學(xué)本科學(xué)生,在一個(gè)16周的學(xué)期中進(jìn)行設(shè)計(jì)研究。研究中,學(xué)生們通過移動(dòng)電話訪問Facebook,并由此體驗(yàn)情境化學(xué)習(xí)。本文得到如下結(jié)論:移動(dòng)社交網(wǎng)絡(luò)媒體,比如Facebook,提供了豐富的、情境化的課外語言學(xué)習(xí)機(jī)會(huì),拓展了課堂學(xué)習(xí)環(huán)境。此外,移動(dòng)Facebook為學(xué)習(xí)者提供了真實(shí)的學(xué)習(xí)體驗(yàn),學(xué)習(xí)者能夠運(yùn)用自己的知識(shí),在真實(shí)情境中實(shí)現(xiàn)個(gè)人價(jià)值。
[Abstract]:An analysis of the current practice of English as a Foreign language ("EFL") and related literature shows that most of the EFL practices are still the traditional forms of language learning in the teacher-led learning process. Students are passive recipients of knowledge. Moreover, EFL learning is questioned because learners have little chance to practice outside the classroom. Situational language learning practices can solve the current difficulties faced by EFL. Mobile technologies and social networks have the potential to create such learning practices, which are not only based on learners' needs and experiences. It also allows learners to participate in the entire learning process outside the classroom. In addition, many articles on mobile learning emphasize that mobile learning can create contextualization for students. Real learning opportunities. In this study, 33 EFL undergraduate students were selected to conduct a design study during a 16-week semester. Students use mobile phones to access Facebook and experience situational learning. This paper concludes that mobile social media, such as Facebook, provide rich, situational language learning opportunities and broaden the classroom learning environment. Mobile Facebook provides learners with a real learning experience, and learners can use their knowledge to realize personal value in real situations.
【作者單位】： 澳大利亞布里斯班昆士蘭大學(xué);北京師范大學(xué)教育學(xué)部;中國人民公安大學(xué)警務(wù)實(shí)戰(zhàn)訓(xùn)練部;
【分類號(hào)】：H319;G642.4
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本文編號(hào)：1515387