Language Education in Asia最新文献_第9页

Fostering Active Readers: A Collaborative Map Creation Activity for Deep Comprehension 培养积极读者:深度理解的协同地图创作活动

Language Education in Asia

Pub Date : 2012-12-31 DOI: 10.5746/LEIA/12/V3/I2/A07/SUDO_TAKAESU

M. Sudo, A. Takaesu

This paper describes the procedures of a multimodal activity combining different collaborative, communicative modes—the creation of group concept maps and oral presentation of the maps—to assist college-level students in deciphering complex academic texts. Based on the perspective of social constructivism (Vygotsky, 1978), the authors attempt to explore how the activity provided Japanese university students with an opportunity to confirm and validate their own understanding of the texts and modify and integrate their understanding with that of their classmates with the common goal of attaining a deeper level of comprehension. Strong reading abilities are widely regarded as a crucial part of professional success. However, a considerable number of Japanese readers of English as a foreign language (EFL) are deficient in this area (Butler & Iino, 2005). While a variety of reasons account for the prevalence of this phenomenon, one could be attributed to a lack of practical solutions for fostering active reading (Robinson, 2011). Students in most university reading classes tend to passively consume the content of assigned texts without penetrating the underlying layers of meaning. Missing from many pedagogical practices are challenges that foist students into a more active role of reconstructing ideas through dialogue with texts, their authors, teachers, peers, and above all, the students themselves. This paper primarily chronicles the authors’ attempt to use concept maps as a means of empowering freshmen readers at a Japanese university to gain a deeper understanding of complex academic texts. Since its development in 1972 by Joseph D. Novak, concept mapping has been widely used in various educational environments as an effective method to facilitate the understanding of and relationships between essential concepts presented in texts. As Novak (1990), Novak and Canas (2006), and others have pointed out, creating concept maps facilitates participants’ learning processes by organizing and structuring new knowledge in relation to previously acquired knowledge. Concept maps work “as a kind of template or scaffold “ (Novak & Canas, 2006, p. 7) to visually display networks of interrelated concepts and enable students to trace the evolution of their thoughts. Language Education in Asia, 2012, 3(2), 184-195. http://dx.doi.org/10.5746/LEiA/12/V3/I2/A07/Sudo_Takaesu Language Education in Asia, Volume 3, Issue 2, 2012 Sudo and Takaesu Page 185 The paper begins with an overview of reading comprehension processes and the social constructivist approach based on the work of Vygotsky (1978). After a brief description of the set characteristics of a specific reading course at a Japanese university, the paper describes the procedures of the multimodal collaborative map creation activity and explores how it plays an essential role in facilitating students’ reading comprehension at a deeper level. Reading Comprehension Processes Current reading models regard reading comp

本文描述了一个多模式活动的过程，结合了不同的合作、交流模式——创建群体概念图和口头展示地图——来帮助大学水平的学生解读复杂的学术文本。基于社会建构主义(Vygotsky, 1978)的观点，作者试图探讨该活动如何为日本大学生提供了一个机会，以确认和验证自己对文本的理解，并以达到更深层次的理解为共同目标来修改和整合他们与同学的理解。强大的阅读能力被广泛认为是职业成功的关键部分。然而，相当多的日本英语作为外语的读者在这方面是缺乏的(Butler & Iino, 2005)。虽然有各种各样的原因可以解释这一现象的普遍存在，但其中一个原因可以归结为缺乏促进积极阅读的实际解决方案(Robinson, 2011)。在大多数大学阅读课上，学生倾向于被动地阅读指定文本的内容，而没有深入到文本的深层含义。许多教学实践缺少挑战，迫使学生通过与文本、作者、教师、同龄人，尤其是学生自己的对话，更积极地重构思想。本文主要记录了作者试图使用概念图作为一种手段，使日本一所大学的新生读者能够更深入地理解复杂的学术文本。自1972年由约瑟夫·诺瓦克(Joseph D. Novak)提出以来，概念图作为一种促进理解文本中基本概念及其之间关系的有效方法，已广泛应用于各种教育环境中。正如Novak(1990)、Novak和Canas(2006)等人指出的那样，创建概念图通过组织和构建与先前获得的知识相关的新知识来促进参与者的学习过程。概念图“作为一种模板或脚手架”(Novak & Canas, 2006，第7页)，以视觉方式展示相互关联的概念网络，使学生能够追踪他们思想的演变。亚洲语言教育，2012,3(2)，184-195。http://dx.doi.org/10.5746/LEiA/12/V3/I2/A07/Sudo_Takaesu《亚洲语言教育》，2012年第3卷第2期，Sudo and Takaesu，第185页。本文首先概述了阅读理解过程和基于维果茨基(1978)研究的社会建构主义方法。本文在简要介绍日本某大学阅读课的课程设置特点的基础上，阐述了多模式协同地图创作活动的过程，并探讨了多模式协同地图创作对促进学生更深层次的阅读理解的重要作用。当前的阅读模型认为阅读理解过程是多层次的。由此产生的记忆质量对学习有相当大的影响，其差异很大，取决于这些过程被激活的程度(Caccamise, Snyder， & Kintsch, 2008)。人们普遍认为有两个主要的理解层次:基于文本的理解过程和基于学习者心智模型的理解过程。基于文本的理解包括局部意义操作和整体意义操作。前者主要通过解码句法或词义来激活，而后者则通过撰写摘要或定义关键概念等活动来建立文本意义的连贯。在这两种情况下，理解水平通常会导致记忆仅由文本的表面特征或文本的要点以及实际使用的单词或短语组成。更多的挑战是促进更深层次理解过程的先决条件。为此，van Dijk和Kintsch(1983)认为，学生必须对作者所表达的语境形成自己的心理表征，因为人们通过将他们读到的内容与他们已经知道的内容联系起来，将知识储存在一个强大的相互关联的网络中。换句话说，通过建立一个心智模型，读者将新理解的信息转化为已学习的信息，成为他们自己已有知识网络的一部分。加强上述过程的必要活动更重视读者带给文本的内容，而不是他们在文本中解码的内容。因此，创建概念图是有效的，因为它需要读者对内容进行积极的解释和推理分析，包括抽象或作者在文本中隐含的情感。这个活动也展示了创造意义的各种可能性。通过在阅读中关注关键概念是什么以及它们之间的关系，以及通过视觉展示来表达理解，读者可以通过多个轨道来建立更强大的知识基础。因此，他们超越了单模文本的限制，通过构建自己的“多维意义表征”达到超文本理解(Caccamise et al.， 2008, p. 84)。建构主义理论与上述当前阅读理解模式的观点相呼应，即“知识不是被动接受的，而是认知主体主动建立的”(Glasersfeld, 1989, p. 162)。基于这一概念，社会建构主义强调了儿童文化发展中学习的社会本质。在最初阶段，儿童通过与其他人(如照顾者或同伴)进行有文化意义的对话来学习。换句话说，他们最初的学习出现在社会层面，因为学习者作为社会存在者积极参与心理间意义建构(即心理间对话)(Vygotsky, 1978)。在学习的后期阶段，需要心理内意义构建，即学习者在自己的头脑中积极参与意义转换。他们内化通过协作的内部对话形成的共同理解，并在自己的头脑中重构信息(即内部对话)，以实现知识的功能和结构转换。在一个

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引用次数: 1

Culture and Context: Challenges to the Implementation of English Language Curricula in Asia 文化与语境:亚洲英语课程实施的挑战

Language Education in Asia

Pub Date : 2012-12-31 DOI: 10.5746/LEIA/12/V3/I2/A01/STROUPE

Richmond Stroupe

In the 1990s, the cultural appropriacy of the communicative approach in English as a Foreign and Second Language (EFL / ESL) instruction in Asia was being questioned (Ellis, 1996). Even then, researchers were discussing the cultural conflict which could possibly occur in the language learning environment between western native-speaking English instructors, who naturally brought with them their preconceptions of an educational context based on their cultural experiences, and their students, who had studied within and been influenced by different cultural traditions. This discussion continues, but while the focus in the past was on the duality of western teachers working with Asian learners, today the landscape of English language instruction in Asia is far more complex, representing a myriad of stakeholders, motivational underpinnings, and national education policies (Chen, Warden, & Chang, 2005; Kam, 2002; Littlewood, 2007; Tan, 2005; Warden & Lin, 2000).

在20世纪90年代，交际法在亚洲作为外语和第二语言(EFL / ESL)教学中的文化适宜性受到质疑(Ellis, 1996)。即使在那时，研究人员也在讨论在语言学习环境中可能发生的文化冲突，这可能发生在以西方为母语的英语教师和他们的学生之间，他们自然带着他们基于文化经验的教育背景的先入为主的观念，而他们的学生在不同的文化传统中学习并受到不同文化传统的影响。这一讨论仍在继续，但过去的焦点是西方教师与亚洲学习者的二元性，而今天亚洲英语教学的格局要复杂得多，代表了无数的利益相关者、动机基础和国家教育政策(Chen, Warden， & Chang, 2005;金,2002;Littlewood, 2007;棕褐色,2005;Warden & Lin, 2000)。

引用次数: 2

Broadening Language Learning Strategies for Asian EFL Students 拓展亚洲学生的语言学习策略

Language Education in Asia

Pub Date : 2012-12-31 DOI: 10.5746/LEIA/12/V3/I2/A12/MEYER

D. Meyer

This discussion paper looks into the field of language learning strategies (LLS) and makes a comparison to the traditional EFL context of many Asian learners. It is argued here that there is a noticeable gap between Western LLS and the manner in which most Asian students are educated, suggesting a need for either a new culturally sensitive list of strategies or a broadening of existing strategies. The author first identifies some of the definitions of LLS by early researchers, and then discusses common traditional Asian learning and teaching styles. A number of strategies to be explicitly taught are suggested as a means of enhancing learner study habits and second language acquisition (SLA).

本文探讨了语言学习策略的研究领域，并与许多亚洲学习者的传统英语学习环境进行了比较。本文认为，西方的LLS与大多数亚洲学生的教育方式之间存在着明显的差距，这表明需要制定一份新的文化敏感策略清单，或者扩大现有策略。作者首先梳理了早期研究者对LLS的一些定义，然后讨论了亚洲常见的传统学习和教学方式。本文提出了一些明确的教学策略，作为提高学习者学习习惯和二语习得的一种手段。

引用次数: 9

Paper-based, computer-based, and combined data-driven learning using a web-based concordancer

Language Education in Asia

Pub Date : 2012-12-31 DOI: 10.5746/LEIA/12/V3/I2/A02/CHUJO_ANTHONY_OGHIGIAN_UCHIBORI

K. Chujo, L. Anthony, Kathryn Oghigian, A. Uchibori

Very few studies have investigated the use of data-driven learning (DDL) in the beginner-level EFL classroom, and few or no studies have compared the use of paper-based, computer-based and combined approaches. This paper reports on the results of a three-year comparative case study of computer-based, paperbased, and combined computerand paper-based DDL using a parallel corpus for beginner-level university students. Students followed guided tasks on a worksheet to inductively understand target grammar patterns, had an explicit confirmation or correction of their hypotheses, and did follow up practice. The DDL exercises were done on a bilingual concordancer using newspaper corpus. It was demonstrated that each DDL approach can be effective for improving grammar basics such as understanding and producing noun phrases. Preand post-tests showed students made significant gains using all three approaches, and there does not appear to be any significant difference in effectiveness among the three approaches.

很少有研究调查数据驱动学习(DDL)在初学者水平的英语课堂中的使用，很少或没有研究比较纸质、计算机和综合方法的使用。本文报告了基于平行语料库的计算机DDL、纸质DDL和计算机与纸质结合DDL的三年对比案例研究结果。学生按照工作表上的指导任务归纳理解目标语法模式，明确确认或纠正他们的假设，并进行后续练习。DDL练习是在使用报纸语料库的双语协和仪上完成的。结果表明，每种DDL方法都可以有效地提高语法基础，如理解和生成名词短语。前后测试表明，学生使用所有三种方法都取得了显著的进步，三种方法之间的有效性似乎没有任何显着差异。

引用次数: 20

Increasing Student Talk Time Through Vlogging 通过视频记录增加学生的谈话时间

Language Education in Asia

Pub Date : 2012-12-31 DOI: 10.5746/LEIA/12/V3/I2/A08/WATKINS

Jon Watkins

While audio diaries for second language (SL) / foreign language (FL) oral communication students have been in use for decades, recent advances in computer technology have enabled students to replace audiocassette tapes with audio stored on the Internet. Additionally, the rise of Internet video hosting sites presents both learners and teachers with free virtual space where spoken recordings can be hosted. This paper details how vlogs —a portmanteau of the words video and blog—can be used in an oral communication classroom. By vlogging, students can practice English speaking skills outside the classroom, give oral feedback on other students’ vlogs, and receive teacher feedback through the teacher's vlog posting. In addition to describing the software and hardware needed for both teachers and students, this paper proposes a loose framework along which such a course could be structured.

虽然用于第二语言(SL) /外语(FL)口语交流的音频日记已经使用了几十年，但最近计算机技术的进步使学生能够用存储在互联网上的音频代替盒式录音带。此外，互联网视频托管网站的兴起为学习者和教师提供了免费的虚拟空间，在那里可以托管口语录音。本文详细介绍了vlogs(视频和博客的合成词)如何在口语交流课堂中使用。通过视频日志，学生可以在课堂外练习英语口语技能，对其他学生的视频日志进行口头反馈，并通过老师的视频日志发布获得老师的反馈。除了描述教师和学生所需的软件和硬件外，本文还提出了一个松散的框架，根据该框架可以构建这样的课程。

引用次数: 19

Using Video Recordings to Facilitate Student Development of Oral Presentation Skills 利用录像促进学生口语表达技巧的发展

Language Education in Asia

Pub Date : 2012-12-31 DOI: 10.5746/LEIA/12/V3/I2/A03/YAMKATE_INTRATAT

Kulawadee Yamkate, Charatdao Intratat

Lack of confidence and ineffective preparation are believed to be major obstacles experienced by Thai students required to give oral presentations in English. Self-assessment is one possible solution to help students with this problem. This study was conducted with a group of Thai university students to find out (a) whether and (b) how video recordings facilitate the students’ evaluation of their oral presentation skills and use of their evaluations to improve their performance. The research instruments were video recordings of the students’ two presentations and questionnaires that asked the students to reflect on their strengths and weaknesses in both presentations. The data shows that the students had positive attitudes towards video recording their presentations, especially since this helped them to notice and identify their weaknesses in non-verbal language use. Overall, the process studied was found to facilitate the students’ self-evaluation skills, resulting in the improvement of their presentation skills. Learner-centeredness has been a concern of educators since the late 1960s (Benson, 2008; Dickinson, 1987). This concept exemplifies the shift from teacher-directed learning to an autonomous learning approach that aims to promote learner independence and processoriented learning (Sinclair, 2000). Holec (1981, p. 3) defined autonomy as “the ability to take charge of one’s own learning,” and clarified that this includes “determining the objectives, defining the contents and progressions, selecting methods and techniques to be used, monitoring the procedures of acquisition...and evaluating what has been acquired.” Dam (2000) added that learners’ self-evaluation of their own linguistic competence as well as their performance and social behavior can increase active involvement in the actual teaching and learning situation. Additionally, Wenden (1999) stated that it is essential to enable learners to gain self-monitoring strategies for them to identify the cause of their own difficulties and how to deal with them. An alternative, according to Oxford (1990), is to get students into the habit of self-reflection, a metacognitive strategy that enables them to manage their learning. Despite its importance, assessing speaking activities is difficult for both teachers and students; judgment can be subjective without any concrete evidence. One way to address this problem Language Education in Asia, 2012, 3(2), 146-158. http://dx.doi.org/10.5746/LEiA/12/V3/I2/A03/Yamkate_Intratat Language Education in Asia, Volume 3, Issue 2, 2012 Yamkate and Intratat Page 147 is to video record the performance, allowing it to be viewed as many times as necessary to accurately evaluate the speaker’s strengths and weaknesses (Christianson, Hoskins, & Watanabe, 2009). Very few empirical studies address self-evaluation of learners’ oral presentation skills, the focus of this study, particularly in English classes in Thailand. Sintupan (1990) audiotaped and transcribed eig

本研究旨在探讨(a)录像是否及(b)如何帮助学生评价自己的口头表达能力，以及他们如何运用这些评价来提高自己的表现。在这项研究中，学生们被建议如何在观察他们的录像演讲时分析他们的表现的语言和非语言方面。观看这些录音是为了促进学生在演讲技巧方面的自我发展。研究对象为泰国一所大学2011学年第一学期参加口头交际课程的19名本科生。所有的学生都是工程专业的四年级学生。他们的语言水平处于中等水平。在获得学生参与研究的同意时，向他们解释了使用录像的目的和预期的好处。

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引用次数: 11

Adapting Textbooks to Reflect Student Needs in Cambodia and the ASEAN Region 修改教科书以反映柬埔寨和东盟地区学生的需要

Language Education in Asia

Pub Date : 2012-12-31 DOI: 10.5746/LEIA/12/V3/I2/A10/CHEA_KLEIN_MIDDLECAMP

Kagnarith Chea, Alan F. Klein, John Middlecamp

The authors first discuss the emergence of English as a lingua franca in Cambodia and elsewhere in Southeast Asia, and the emergence of Kirkpatrick’s (2011) multilingual model of English teaching in the region. They then consider the importance of textbook adaptation as a way of supporting this new paradigm and the role that non-native-speaking teachers have in creating these adaptations. A detailed example of textbook adaptation, which explains (1) why to consider adapting materials and (2) how to make well-considered, manageable changes, is then provided as a model for practioners to consider. Finally, some practical concerns teachers might have about texbook adaptations are addressed. A Japanese-coordinated meeting between delegates from Cambodia and Colombia to plan training in rural land-mine removal took place in October 2010 in Phnom Penh, Cambodia. No representatives from an English-speaking country participated. In which language was the training held? Not surprisingly, the answer is English. (S. Nem, personal communication, March 20, 2011). This is just one example of how English is already used in Cambodia as a means of communication between people who do not share it as their first language. Such interaction in Cambodia and the other members of ASEAN (Association of Southeast Asian Nations) will continue to grow. This growth is due, at least partially, to (1) the fact that use of English as the organization’s sole working language is already mandated (Association of Southeast Asian Nations, 2007) and (2) the promotion of “English as an international business language at the work place” being one objective of ASEAN’s plans for regional integration in 2015 (ASEAN Secretariat, 2009, p. 3). Clearly, English use among non-native speakers is taking on an everincreasing role in the spread of professional information in the region. Language Education in Asia, 2012, 3(2), 218-229. http://dx.doi.org/10.5746/LEiA/12/V3/I2/A10/Chea_Klein_Middlecamp 1 Language Education in Asia, Volume 3, Issue 2, 2012 Chea, Klein, and Middlecamp Page 219 This article briefly reviews Kirkpatrick’s “multilingual model” of English teaching (2011, p. 221) as a rationale for continued professional development for teachers that aims to challenge traditional assumptions about textbook use and hone the skills necessary for teachers to modify textbook materials to help their learners use English as a lingua franca (ELF). For the purposes of this article, Kirkpatrick’s (2011) basic definition of ELF, English that is used in conversation by two or more people who do not share the same first language (L1), is used. Moving Toward a Multilingual Model of ELT in Cambodia and the ASEAN Region Despite the fact that communication between non-native speakers now constitutes the majority of interactions in ELF worldwide, teachers and learners continue to rely on native-speaker models as the ultimate standards for judging English language learning (Seidlhofer, 2005). Kirkpatrick (201

作者首先讨论了英语作为通用语在柬埔寨和东南亚其他地方的出现，以及Kirkpatrick(2011)在该地区出现的多语种英语教学模式。然后，他们考虑教材适应作为支持这种新范式的一种方式的重要性，以及非母语教师在创造这些适应方面的作用。然后提供了一个教科书改编的详细例子，解释了(1)为什么要考虑改编材料，(2)如何进行深思熟虑的、可管理的更改，作为从业者考虑的模型。最后，讨论了教师对教材改编的一些实际问题。2010年10月，柬埔寨和哥伦比亚代表在日本的协调下，在柬埔寨金边举行了一次会议，规划农村地雷清除培训。没有英语国家的代表参加。培训是用哪种语言进行的?毫不奇怪，答案是英语。(S. Nem，个人通讯，2011年3月20日)。这只是一个例子，说明在柬埔寨，英语已经被用作母语不是英语的人之间的交流手段。柬埔寨和东南亚国家联盟其他成员国之间的这种互动将继续增加。这种增长至少部分是由于(1)使用英语作为该组织的唯一工作语言这一事实(东南亚国家联盟，2007年)和(2)促进“英语作为工作场所的国际商务语言”是东盟2015年区域一体化计划的一个目标(东盟秘书处，2009年，第3页)。英语在非母语人士中的使用在该地区专业信息的传播中扮演着越来越重要的角色。亚洲语言教育，2012,3(2)，218-229。http://dx.doi.org/10.5746/LEiA/12/V3/I2/A10/Chea_Klein_Middlecamp 1《亚洲语言教育》，2012年第3卷第2期Chea, Klein, and Middlecamp页219本文简要回顾了Kirkpatrick的英语教学“多语言模式”(2011，第221页)作为教师持续专业发展的基本原理，旨在挑战传统的教科书使用假设，并磨练教师修改教科书材料以帮助学习者使用英语作为通用语言(ELF)所需的技能。为了本文的目的，本文使用了Kirkpatrick(2011)对ELF的基本定义，即两个或两个以上不具有相同第一语言(L1)的人在对话中使用的英语。尽管非母语人士之间的交流现在构成了世界范围内英语教学中的大部分互动，但教师和学习者仍然依赖母语人士模式作为判断英语学习的最终标准(Seidlhofer, 2005)。Kirkpatrick(2010, 2011)反思了柬埔寨和东盟地区的这种悖论，描述了一种具有一些非标准语法和发音特征的区域性英语。然后，他提出了一套不同的衡量学生进步的基准:东盟地区多语种学习者在学习东南亚英语的过程中所需要的技能。他的主要论点是，以柬埔寨为例，说英语的人不需要仅仅模仿母语人士，而是必须与该地区的同龄人达到相互理解的水平。换句话说，说话者使用语言的原因决定了一个地区的变化在什么时候是标准英语的可接受替代品(例如，与非母语人士的日常工作对话)，什么时候不是(例如，准备雅思或托福等标准化考试)。基于这一概念，Kirkpatrick (2011, p. 221)提出了“多语种英语教学模式”，其中多语种英语教师成为东盟学生首选的语言榜样。两项针对柬埔寨英语学习者的开创性研究表明，这种模式可能已经开始在柬埔寨生根发芽。Keuk (2008, p. 98)简洁地描述了柬埔寨特定的语言学习环境:“参加过柬埔寨机构开办的英语培训中心和机构的学习者……选择另一种英语变体，在(美国或英国)模式和他们的母语高棉语之间杂交。”他补充说，柬埔寨的年轻人已经在使用这种混合的语言学习输入，为个人、教育和工作目的创造成功的交流。

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引用次数: 2

Motivation and Possible Selves: An Interview Study of Taiwanese EFL Learners 动机与可能自我:台湾英语学习者的访谈研究

Language Education in Asia

Pub Date : 2012-09-11 DOI: 10.5746/LEIA/12/V3/I1/A05/CHEN

Szu-An Chen

This article is based on an interview study which the author conducted to conceptualize Taiwanese EFL learners’ L2 motivation through using the possible selves framework. Based on this interview study, the recently developed L2 Motivational Self System exerts its explanatory power in the Taiwanese EFL context; the ideal L2 self and the ought-to L2 self are helpful in informing the analysis of student motivation. The ideal L2 self illustrated with empirical evidence corresponds to its theoretical construct proposed by Dornyei (2005). Interestingly, however, the ought-to L2 self found amongst the student interviewees seems inconsistent with the original theoretical concept as it probably contains a mixture of preventionand promotion-focused instrumentality in studying English. The shaping of the Taiwanese ought-to L2 self by the broader social context will be discussed in this article. Motivation is one of the most important variables of language learning, especially in second language (L2) acquisition. The extent of wanting to learn can make a difference in how willing and successful L2 learners can be. Discussions on L2 motivation theory were once dominated by goal-directed learning orientations in social psychological terms. Language learners would be classified as either integrativelyor instrumentally-oriented (Gardner & Lambert, 1972) to achieve a needed proficiency in L2 use for identification with a specific ethnolinguistic group or for pragmatic gains. Over the past decade, this theoretical focus has shifted to a new realm of self and identity in explaining the internal identification process within learners’ self-concept to stimulate motivation for L2 competence. Motivation to learn a particular language can be interpreted through inward aspirations towards certain kinds of linguistic, cultural, personal, or professional identities or possible future selves speaking the language fluently. The new L2 Motivational Self System proposed by Dornyei (2005; 2009b) facilitates this conceptual shift through the concepts of the ideal and ought-to L2 selves. Mental images of possible future L2-related selves that learners aspire to can motivate them to learn the L2 well. Some L2 researchers began empirical testing of the L2 Motivational Self System at different levels of education in different countries (e.g., Csizer & Kormos, 2009; Henry, 2009; Kormos & Csizer, 2008; Ryan, 2009; Taguchi, Magid, & Papi, 2009) or tried to connect this approach and other established motivation constructs to examine its explanatory power (e.g., Kim, 2009; Lamb, 2009; Noels, 2009; Yashima, 2009). Large-scale studies generated empirical support for the applicability of the possible selves dimension of the L2 Motivational Self System in EFL 1 Language Education in Asia, 2012, 3(1), 50-59. http://dx.doi.org/10.5746/LEiA/12/V3/I1/A05/Chen Language Education in Asia, Volume 3, Issue 1, 2012 Chen Page 51 contexts worldwide (e.g., the studies in Dornyei & Ushioda, 2009a), adapt

本文以访谈研究为基础，透过可能自我框架，探讨台湾英语学习者的第二语言动机。本文以访谈研究为基础，探讨新发展的二语动机自我系统在台湾地区外语语境下的解释力;理想二语自我和应该二语自我有助于分析学生的动机。用经验证据说明的理想第二语言自我符合Dornyei(2005)提出的理论建构。然而，有趣的是，在学生受访者中发现的应该学习第二语言的自我似乎与最初的理论概念不一致，因为它可能包含了学习英语时以预防和促进为中心的工具性的混合。本文将探讨台湾人应语自我在更广阔的社会背景下的塑造。动机是语言学习中最重要的变量之一，尤其是在第二语言习得中。想要学习的程度会对二语学习者的意愿和成功程度产生影响。从社会心理学的角度来看，第二语言动机理论的讨论一度以目标导向学习取向为主。语言学习者将被分为整合型和工具型(Gardner & Lambert, 1972)，以达到与特定民族语言群体认同或语用收益所需的二语使用熟练程度。在过去的十年中，这一理论的焦点已经转移到自我和认同的新领域，以解释学习者自我概念内部的识别过程，以激发第二语言能力的动机。学习一门特定语言的动机可以通过对某种语言、文化、个人或职业身份或可能的未来自我流利地说这门语言的内在渴望来解释。Dornyei(2005)提出的新的第二语言动机自我系统;2009b)通过理想自我和应该自我的概念促进了这种概念转变。学习者渴望的与第二语言相关的可能的未来自我的心理意象可以激励他们学好第二语言。一些第二语言研究者开始在不同国家的不同教育水平下对第二语言动机自我系统进行实证测试(例如，Csizer & Kormos, 2009;亨利,2009;Kormos & Csizer, 2008;瑞安,2009;Taguchi, Magid， & Papi, 2009)或试图将这种方法与其他已建立的动机结构联系起来，以检验其解释力(例如，Kim, 2009;羊肉,2009;诺埃尔,2009;Yashima, 2009)。大规模研究为第二语言动机自我系统可能自我维度在亚洲外语教育中的适用性提供了实证支持，2012,3(1)，50-59。http://dx.doi.org/10.5746/LEiA/12/V3/I1/A05/Chen亚洲语言教育，第3卷，第1期，2012年陈第51页:世界范围内的语境(例如，Dornyei & Ushioda的研究，2009a)，采用测量技术和统计程序。这种定量方法对于在各种情况下测试和验证新模型非常重要。探索英语学习者的地方独特性和他们可能的自我的任何特定于英语语境的特征往往需要一种更定性的方法。本文以可能的自我框架为研究对象，对台湾中学英语学习者进行访谈研究。第二语言动机自我系统研究述评2009年;2009b)继承了他与Csizer (Dornyei & Csizer, 2002)研究的推测性结论，并利用可能自我和自我差异理论进一步发展了第二语言动机自我系统。正如Markus和Nurius (1986, p. 954)所指出的，可能的自我是指人们对“他们可能成为什么，他们想成为什么，以及他们害怕成为什么”的心理意象。这些可能的未来自我形象很可能会激发人们对目标实现的渴望，并激发人们成为可能的自我的激励行为。根据希金斯(1987)的自我差异理论，通过弥合当前自我状态和期望的最终状态之间的差距来接近快乐和避免痛苦是人类的本性。因此，在个体拥有的许多可能的自我中，理想自我和应该自我是最有影响力的未来自我指南。动机和行动可以激励你朝着你想要的方向前进。借鉴Carver和Scheier (1981;希金斯(Higgins, 1998)认为，以提升为重点的理想自我(如进步、成长、成就)以实现积极结果的内在驱动动机和自我调节为价值参照点。相反，以预防为重点的“应该自我”(例如:

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引用次数: 22

Teaching Conversational Strategies Through Video Clips 通过视频剪辑教学会话策略

Language Education in Asia

Pub Date : 2012-09-11 DOI: 10.5746/LEIA/12/V3/I1/A04/NGUYET_MAI

N. T. Nguyệt, L. Mai

This study explores the effects of teaching conversational strategies through video clips on learners’ speaking performance. It was designed as an experimental study conducted with two groups of English majors. All participants received six weeks of instruction on four conversational strategies. The control group received direct instruction from the teachers’ handout while the experimental group viewed six video clips and participated in observation tasks. Data was collected via preand post-tests on speaking performance and semi-structured interviews. The results showed that after the treatment with video clips, (a) the frequency of the use of these strategies increased, (b) the learners’ speaking performance was enhanced, (c) there was a low correlation between the frequency of strategy use and the learners’ speaking performance, and (d) the learners expressed a positive attitude towards the treatment. After years of learning English, many students in Asia cannot communicate with confidence or success to meet the demand to use English for their careers (Chuanchaisit & Prapphal, 2009; Kawale, 2011; Xiao & Petraki, 2007). This is also a common problem for Vietnamese learners, even university graduates (Phương Nguyen, 2006). Possible reasons for learners’ inefficiency in communication are low levels of language proficiency, lack of vocabulary to express ideas, shyness or lack of confidence, lack of an environment for practicing and using English, or simply lack of some necessary strategies to maintain a conversation (Thanh Ha, 2008). Although some dynamic and proactive learners can improve their communicative abilities in their own way (finding chances to talk to English speakers or watching English films or TV programs), finding effective ways to prepare students for spontaneous communication is one of the biggest challenges for all current language teaching methodologies (Dornyei & Thurrell, 1994). Hence instruction in class is important to provide students with conversational strategies to help them avoid or overcome communication breakdowns. Dornyei and Thurrell (1994) stated that conversational strategies are particularly helpful for language learners who frequently face difficulties in conversations, because these strategies provide them with a sense of security in the language. Language Education in Asia, 2012, 3(1), 32-49. http://dx.doi.org/10.5746/LEiA/12/V3/I1/A04/Nguyet_Mai Language Education in Asia, Volume 3, Issue 1, 2012 Nguyet and Mai Page 33 Depending on the teaching context, conversational strategies can be taught to students through various ways, for instance, through picture dictation tasks (Kebir, 1994), pair-taping (Washburn & Christianson, 1995), or telephone conversation role-plays (Ting & Lau, 2008). In the current study, video clips were applied in teaching conversational strategies, as Hill (1989) claimed that carefully handled videos could provide a good base for speaking tasks. For EFL / ESL learners in Asia, the teachi

本研究探讨了视频会话策略教学对学习者口语表现的影响。这是一项针对两组英语专业学生的实验研究。所有参与者都接受了为期六周的四种会话策略指导。对照组直接从老师的讲义中获得指导，而实验组观看六个视频片段并参与观察任务。数据通过演讲表现的前后测试和半结构化访谈收集。结果表明，经过视频剪辑处理后，(a)这些策略的使用频率增加了，(b)学习者的口语成绩得到了提高，(c)策略使用频率与学习者的口语成绩之间的相关性不高，(d)学习者对治疗表现出积极的态度。经过多年的英语学习，亚洲的许多学生无法自信或成功地沟通，以满足他们在职业生涯中使用英语的需求(Chuanchaisit & Prapphal, 2009;Kawale, 2011;Xiao & Petraki, 2007)。这也是越南学习者，甚至大学毕业生的一个常见问题(Phương Nguyen, 2006)。学习者沟通效率低下的可能原因是语言熟练程度低，缺乏表达思想的词汇，害羞或缺乏自信，缺乏练习和使用英语的环境，或者只是缺乏一些必要的策略来维持对话(Thanh Ha, 2008)。虽然一些积极主动的学习者可以通过自己的方式(寻找机会与说英语的人交谈或观看英语电影或电视节目)提高他们的交际能力，但找到有效的方法让学生为自发的交际做好准备是当前所有语言教学方法面临的最大挑战之一(Dornyei & Thurrell, 1994)。因此，课堂教学为学生提供会话策略以帮助他们避免或克服沟通障碍是很重要的。Dornyei和Thurrell(1994)指出，会话策略对经常在会话中遇到困难的语言学习者特别有帮助，因为这些策略为他们在语言中提供了安全感。亚洲语言教育，2012,3(1)，32-49。http://dx.doi.org/10.5746/LEiA/12/V3/I1/A04/Nguyet_Mai亚洲语言教育，第3卷，第1期，2012年Nguyet and Mai第33页根据教学环境，会话策略可以通过各种方式教授给学生，例如，通过图片听写任务(Kebir, 1994)，配对录音(Washburn & Christianson, 1995)，或电话会话角色扮演(Ting & Lau, 2008)。在目前的研究中，视频片段被用于会话策略的教学，因为Hill(1989)声称，精心处理的视频可以为口语任务提供良好的基础。对于亚洲的EFL / ESL学习者来说，通过视频片段进行会话策略教学也可以使他们熟悉英语母语文化中如何使用会话策略。根据Riggenbach(1998)的观点，会话策略是帮助保持沟通的某种有意识的方式(引用自Walter, 2008)。Dornyei & Thurrell(1994)认为这些策略是“处理沟通‘麻烦点’的宝贵手段，比如不知道某个特定的单词，或者误解另一个说话者”(第44页)。最后，Kehe和Kehe(2004)提出，会话策略对于希望继续进行自然流畅对话的说话者和听话者来说是有用的方法。会话策略也被视为沟通策略的一个分支;有时，人们认为会话策略和沟通策略这两个术语是可以互换的。会话策略是指那些帮助说话人保持对话并达到交际目的的策略。会话策略的类型会话策略按重要性可分为九种类型:信息调整或回避、意译、近似、求助、要求重复、要求澄清、解释性总结、检查(为了理解和确认)和使用填充/犹豫手段(Dornyei & Thurrell, 1994)。会话是人们交流信息、建立和维持社会关系的一种自然的生活方式。然而，并不是很多英语学习者能够理解会话规则或模式;因此，他们在保持对话进行时面临困难(沃尔特，2008)。使用会话策略被认为是克服维持会话问题的一种有效方法。

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引用次数: 12

Accuracy Development Through Computerized Storytelling: A Preliminary Study on Student-Generated CALL 计算机讲故事的准确性发展:学生自创CALL的初步研究

Language Education in Asia

Pub Date : 2012-09-11 DOI: 10.5746/LEIA/12/V3/I1/A03/NICHOLES

J. Nicholes

This preliminary study explores how student-generated computer-assisted language learning (CALL) materials can help students acquire verb tenses. The participants were 23 Chinese university sophomores in an integrated-skills English Composition 101 course. The students were earning U.S. Bachelor of Business Administration degrees in China through a cross-border program. After taking pre-tests, students viewed a video that contextualized tenses. Students then wrote narratives using target tenses and incorporated images using presentation software. After showing presentations to classmates, students took post-tests. Open-ended questionnaires measured interest in CALL and grammar learning. Target verb forms were the simple present, present progressive, present perfect, simple past, past progressive, and past perfect tenses.

本初步研究探讨了学生生成的计算机辅助语言学习(CALL)材料如何帮助学生掌握动词时态。参与者是23名参加综合技能英语写作101课程的中国大学二年级学生。这些学生正在中国通过一个跨境项目获得美国工商管理学士学位。参加完预考后，学生们观看了一段语境化时态的视频。然后，学生们用目标时态写故事，并用演示软件将图像整合起来。在向同学们做了演讲后，学生们进行了课后测试。开放式问卷测量学生对英语口语和语法学习的兴趣。目标动词的形式有一般现在时、现在进行时、现在完成时、一般过去时、过去进行时和过去完成时。

引用次数: 0