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題名 | Using Vygotsky's Inner Speech/External Speech to Enhance International Students' Writing Skills=運用維高斯基「內在言語」及「外在言語」概念改善國際學生英文寫作能力 |
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作者 | 邱靖媛; Chiu, Ching-yuan; |
期刊 | 南華通識教育研究 |
出版日期 | 20040300 |
卷期 | 1 2004.03[民93.03] |
頁次 | 頁71-80 |
分類號 | 805.17 |
語文 | eng |
關鍵詞 | 維高斯基; 內在言語; 外在言語; Vygotsky; Inner speech; External speech; |
中文摘要 | 根據維高斯基的說法,言談與語言有二種形式:(一)內在言語及(二)外在言語。「內在言語」只有純粹的意義,存在於字句(語句)與思想之間,其本質是跳躍的、變動的、不確定的。如果以英文為第二外語學習者不自覺使用「心靈言語」,用英文自言自語,我們可以說此人已邁向成為流利寫作者的第一步。此外,讓我們來探討「外在言語」的相關層面。思想有賴於語言文字(或口語)將其具體化。換句話說,我們的思想是藉具「外在言語」為工具來探索概念、知識及滋養思想。 「外在言語」亦有二種形式:(一)私人言談及(二)社會言談。當我們自言自語或寫日記,我們使用「私人言談」,當然我們自已就是聽眾或讀者。當我們與他人對談或以文字溝通時,我們同時與他人共同創造「社會對娮」。瞭解語言本質之後,英語教師面臨一大課題便是如何善用學習者周遭的社會文化情境,成功地讓學習者能用英文而不是母語來表達他們的「私人言談」及「社會言談」。本文在此提供維高斯基的「搭鷹架策略」以達此目標。 首先,英文老師要確認的是要學習者的「基本及潛在能力範疇」,然後透過知識比他們豐富的同儕或教師來提升學習者的潛能。此外,要謹慎地運用示範技巧讓學生領略不同風格的寫作。最後是後設認知階段,要讓學生有意識地回顧他們自已所使用的閱讀寫作策略,思考他們是如何思考的。只要國際學生能善用上述三階段「搭鷹架策略」及融入「內在言談」及「外在言談」概念於其學習歷程,相信他們都能夠較為獨立自我追蹤學習成效,逐步達到美式寫作要求。 |
英文摘要 | According to Vygotsy, speech and language have two forms: “inner speech” and “external speech.” Inner speech is pure meaning-shifting, unstable, and fluttering between word and thought. If an ESL leamer himself/herself unconsciously uses “internal discourse” to talk to himself/herself out loud in English, we may say that this person is taking his/her first step towards becoming a fluent writer. Further, let’s examine the aspect of external speech. Here, thought is embodies in words. Our thought is shaped by our external speech which serves as a tool to explore ideas and nourish thought. Our external speech has two forms too: private speech and social speech. When we talk or write to ourselves, we use “private speech” and we are our own audiences. When we talk or write to others, we create social dialogues with others. It is imperative that ESL educators use the social-cultural context around their ESL learners to encourage shifting their private speech/social speech from the mother tongue to English. Vygotsky’s scaffokling technique offers a way to achieve this goal. The starting point is to decide the ESL learners’ zone of proximal development and to promote their potential with the help of knowledgeable others. Secondly, the educator’s modeling technique should be used carefully to lead students in achieving conscious awareness of various writing styles. Finally, it is important to focus on students’ reflection on how they use their strategies and how they build their conscious awareness of their thinking. As long as international students follow these three stages when using Vygotsky’s inner speech/external speech concept, they may assume responsibility for their own learning and monitor their own progress when writing the American way required in U.S. graduate institutions. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。