语言学习策略在外语自主学习中的意义及其启示

学习是学习者积极主动建构其认知图式的过程，学习成功主要依赖学习者的自主性。语言学习策略在外语自主学习形成中具有重要意义。了解和研究语言学习策略在外语自主学习中的意义，对于外语习得研究者和外语教师具有一定的启示，即要加强语言学习策略的培训，帮助学习者建构问题解决的相关图式，提高学习者自主学习的能力，增强自主学习意识。     

欧洲外语技能的培养与评估对我国外语教育的启示

从欧洲语言教学与评估所共同参考的水平整体分级中,语言学习者可以做到自我评价。根据欧洲语言档案的执行模式,语言学习者能在学习中提高自主性、多元文化意识,促进反馈学习,也能记录学习者的熟练程度和语言经历。在我国的外语教育中可尝试使用这两种标准,促进外语教育的国际化,而对于学习者应树立多元文化的语言教育理念,拓展外语学习环境,更好地发挥外语的作用。     

基于积件系统的外语学习自主模式

一、学习者自主概念及常见模式自从上世纪80年代以来,无论是西方还是我国外语教育界,“学习者自主”(learnerautonom y)已成外语教学与研究领域的一个热门话题。所谓“学习者自主”是“一种学生自我管理语言学习的能力(H eloc,1981:3)”。这种能力体现在整个学习过程中,包括学习目标的制订,学习内容的选取,学习方法的选定,学习过程的监控以及学习效果的评估。归结起来,学习者自主是指学习者自己确定学习目标、自主选择学习方法与内容、自觉监控学习过程、自我评价学习结果的过程。在对外语学习者自主理论基础、可行性、必要性探讨的同时,学…     

克拉申"情感过滤假说"与计算机辅助语言教学

外语学习的效果不仅受一些客观因素的影响，而且也涉及到学习者本身的情感因素。随着信息科学的发展，计算机辅助语言教学为外语教学开辟了新的天地，为学习者提供了一个融和图像、声音和文字为一体的多元教学环境，降低了他们的学习焦虑，激发了他们学习语言的兴趣。第二语言习得的相关理论可以为计算机辅助语言教学提供新的视角和理论基础。Krashen的“情感过滤假说”理论肯定了第二语言教学中认知过程中的情感因素的作用，情感因素的内涵及对英语教学有着重要的影响。基于建构主义理论，机助语言教学模式的建立是可行的。     

从心理模型的视角探究外语自主学习

以心理模型为视角,外语自主学习就是学习者在外语学习过程中不断建构不同模型的在线心理运作过程。心理模型是外语自主学习的认知基础,也是判断学习者外语自主学习是否“富有成效”的标准。     

对计算机辅助模式下外语自主学习的实证研究

主要研究计算机辅助模式是否能够有效地促进外语自主学习,从而明显改善学习者的外语成绩。以电子科技大学非英语专业学生作为研究对象,对比实验班在实验学期前后的英语听说成绩,实验班和控制班在实验学期后的英语读写成绩及英语期末成绩。     

网络环境下英语自主学习对学习者认知风格的影响

网络英语教学环境具有信息多样性和可选择性,目的在于为学习者提供有利的自主学习条件。培养学生通过高度的自主学习方式获取信息,体验英语认知过程,提高英语语言运用能力。外语认知的发展受到学习者情感、情绪、爱好等非理性因素的影响。网络环境下的自主学习模式是否能够消除语言教育成效,能否干扰学习者的习得与认知,只有通过合理构建网络平台,才能全面提高学习者认知能力。     

计算机辅助语言学习环境下词汇的学习研究——基于Evernote的实证研究

计算机辅助语言学习历来是语言学领域关注的焦点。然而,这种学习环境如何影响词汇学习的自主性,仍有待从实证研究角度进行论证。结合Evernote在教学中的应用,文章通过测试和访谈等手段,探讨了Evernote对英语学习者词汇学习效果尤其是学习自主性的影响。研究表明:将Evernote融入教学,学习者的词汇知识尤其是拼写、含义和用法知识得到了显著提高,学习者也能够更加自主能动地管理学习的过程。最后,文章从外语教学的方式和外语教师的角色转换等角度,讨论了计算机辅助语言学习环境所带来的启发。     

CALL与教师对学生自主学习的促进

计算机辅助语言教学(CALL)是目前外语教学与学习实践中最具创造性的领域之一。随着计算机技术的发展,它不断为学习者提供新的学习方式,提高学习者的外语熟练程度,有助于学习者的自主学习。然而,或许是由于CALL与学生的自主学习相联系,近年来的CALL的研究者很少或没有提及教师在     

建构主义学习理论与数字化语言实验室的利用

建构主义学习理论认为,学习者是认知的主体、意义的主动建构者。据此,我们可从“计算机辅助学习”的角度．通过情境创设、学习过程中的协作和会话、自主学习、学习效果的自我评价等方式,对数字化语言实验室进行充分利用。     

个体差异与计算机辅助语言教学的优势

介绍了计算机辅助语言教学的基本形式；同时以学习者的个体差异为着眼点，从学习者的认知、情感及社会性等方面论述了机辅语言教学的优势。肯定了机辅语言教学的优势，旨在为促进高校外语教学，培养满足社会需求的人才提供有益的建议。     

Students’ perceptions of teacher impact on their self-directed language learning with technology beyond the classroom: cases of Hong Kong and U.S.

Teachers are important social agents who affect students’ cognitive and social behaviors, including students’ self-directed use of technology for language learning outside the classroom. However, how teachers influence student behaviors may vary across cultures, and understanding how teacher influences vary across different cultures is critical to developing culturally adaptive approaches to enhance students’ self-directed use of technology for learning outside the classroom. This study surveyed 418 undergraduate foreign language learners (190 from Hong Kong and 228 from the U.S.) on their intention to use technology for language learning outside the classroom, teacher influence and other psychosocial factors that may affect their technology use intentions. Structural equation modeling analyses of the survey responses indicated that teacher capacity support was consistently the most influential teacher practice affecting students’ self-directed technology use across the two cultures, whereas teacher affective support and teacher behavior support were significant predictors for Hong Kong students but not for U.S. students.     

以专业为导向的任务教学法在计算机辅助英语教学中的实践

根据基于生产过程的课程设计理念及外语学习的特点,本文提出了在计算机辅助英语教学中实施以专业为导向的任务教学法,并调查了其应用的效果。这一教学理念的核心是将英语教学与学生将来就职的工作岗位结合起来,充分体现做中学的职业教育特点。通过适宜的考核改革,该方法的初步实施显示其在促进课堂互动和激发学生学习英语的功利动机和学习自主性的优势,使哑巴外语的状况得以初步改善,并为进一步的实践和实证研究提供了有利的参考依据。     

回译——自主学习之友

建构主义学习理论要求学习者通过自主学习积极建构知识。问题在于,在缺乏教师指导的情况下,学习者对于如何自主学习茫然无措。在具体的教学与辅导过程中,可以发现,回译是一种行之有效的方式,它可以提高学习者的学习兴趣,提高记忆效率,加强学习者的英汉对比意识,克服中式英语,还能鼓励学习者在课外进行自主学习,不断提高表达能力。因此,不同层次的学习者,在不同的学习阶段,都可以通过不同方式的回译练习提高英语语言能力。     

The affordances of AI-enabled automatic scoring applications on learners’ continuous learning intention: An empirical study in China

Traditional educational giants and natural language processing companies have launched several artificial intelligence (AI)-enabled digital learning applications to facilitate language learning. One typical application of AI in digital language education is the automatic scoring application that provides feedback on pronunciation repeat outcomes. This research is motivated by the usage of automatic scoring-empowered digital learning tools by language learners, and set out to uncover the influencing mechanisms of AI-enabled automatic scoring application affordances on learners’ continuous learning intention. Specifically, based on affordance theory, we found several automatic scoring application affordances through in-depth interviews. Considering the current lack of investigations on the mechanisms underlying automatic scoring application and its implications for learners’ learning behaviors, we built a model to examine the role of automatic scoring application affordances on cognitive/emotional engagement and following continuous learning intention. We further examined the moderation role of in-job learners and student learners on the above relationships. The model was tested using a survey of 260 Chinese foreign language learners who used AI-empowered learning tools to facilitate their language learning practices. This study explores why learners continuously use AI-enabled automatic scoring applications by identifying the affordances that differentiate it from traditional educational technologies. Practitioners could take the identified affordances into account when designing AI-enabled language learning applications.     

二语习得过程中成年学习者个人因素的彰显

以成人大学生的英语学习为个案,我们发现成人期输入的学习策略在他们的语言学习中作用不凸现,而成人学习者潜在的个人因素--学习风格,才是促进自发的语言学习的关键要素.因此,建议通过观察、访谈,调查了解学习者的不同学习风格,提供能与学习者的认知风格相匹配的教学设计和课堂环境,继而再进行相应的学习策略指导,这样才能充分发挥其风格倾向优势,使不同类型学习者的个人因素都能得到有益的彰显.     

人机工效学:计算机辅助外语教学研究的新视角

人机工效学(Ergonomics)是一门新兴的边缘学科,试图描述和诠释人和机器、环境的互动关系。在计算机辅助语言学习(CALL)系统中,人(学习者和教师)、工具(计算机)、工作环境(外在环境和内在环境)处于特殊的互动关系中,因此,用人机工效学方法研究CALL有其独到之处。西方研究者以这种研究视角进行了一些开拓性的CALL研究,文章对这些研究的背景、理论依据、研究成果等做了简要评述,以期对我国CALL研究者有所启发。     

Self-directed learning and retrieval practice: building a bridge through functional contextualism

ABSTRACT

While retrieval practice has been studied for over a century, it has gained a significant body of research within the past fifteen years in cognitive psychology and the learning sciences. However, there is little discussion in its study and application within topics of adult learning. In this article, we examine the historical and philosophical foundations of self-directed learning and retrieval practice and advocate for functional contextualism as a philosophy of science for self-directed learning research. Functional contextualism provides a synthesis between the norms of humanism and the scientific focus of cognitivism. Particularly, we look at retrieval practice as a potential area of research within self-directed learning, viewing it as an ‘act-in-context’. We hope this article reinvigorates research into self-directed learning, particularly the investigation of empirically-based self-guided learning strategies, the facilitation of metacognition for self-directed adult learners, and the adoption of a functional contextual approach to self-directed learning and other adult learning topics.     

Latent class analysis of non-formal learners’ self-directed learning patterns in open educational resource repositories

Open educational resources (OERs) are increasingly adopted in non-formal education contexts. However, little research has been conducted to investigate the self-directed learning patterns of non-formal learners using OERs. A lack of knowledge about non-formal learners precludes discussions on how to support their self-regulated learning in open learning environments. We explored the self-directed learning patterns of 1892 non-formal online learners who were using OER repositories. In addition, we examined whether differences existed in future intentions to use OERs between learners with different learning patterns. Four latent classes were identified, and learners’ age was found to affect class membership. We also found that non-formal learners’ use of self-directed learning strategies predicted their future intentions to use OERs. This study advanced our understanding of the subpopulations of non-formal learners using OERs. Future research will benefit from the findings related to designing OER environments that can accommodate diverse self-directed learners.