本文選題：二語學習　切入點：社交媒體　出處：《中國電化教育》2017年08期 　論文類型：期刊論文

【摘要】：該文旨在從語言學習生態(tài)觀的視角,并利用社交媒體為實踐工具,創(chuàng)建一個語境化第二語言(二語)學習模式,把原本被視為"較難提供基于真實環(huán)境的語言學習及應(yīng)用的機遇"的一般二語學習者的生活環(huán)境,轉(zhuǎn)變?yōu)槎Z學習的利器。"語言學習生態(tài)觀"認為:語言學習應(yīng)是產(chǎn)生自一個"擅于利用學習情境來支持各種語言學習活動"的語言學習及語言應(yīng)用者社群;語言的學習與應(yīng)用是建立在學習者在社群中的真實/日常交際需要的基礎(chǔ)上,學習重點應(yīng)是在真實環(huán)境中的語言輸出和交際能力。然而,二語學習者的一大局限是所身處的生活環(huán)境難有(或非有必要)使用目標語的機會,以致語言學習及應(yīng)用被框在語言課堂內(nèi)。如今網(wǎng)絡(luò)發(fā)達,社交網(wǎng)絡(luò)讓語言學習者能夠應(yīng)用目標語把基于真實生活語境中的經(jīng)歷、心情、思考當成素材,創(chuàng)建社交媒體,以此引發(fā)同儕之間的互動、討論、反思,及對語言應(yīng)用的互評,從而拓展及深化社交媒體的內(nèi)容,及提升語用能力。為示范這個理念的實際操作,該文也將提出一套面向中學生,名為"語用連群"(LI-nter Change)的教學框架,把學生的社交網(wǎng)絡(luò)活動和課堂作文銜接起來,讓學生利用在生活語境的所見所思,以華文進行敘述、描寫、說明、議論四類交際活動,并將經(jīng)同儕討論而獲得深化的內(nèi)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.

【作者單位】： 南洋理工大學國立教育學院;
【分類號】：G434;H09

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本文編號：1579121