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題 名 | Language Learner as Builder: A Constructivist View=語言學習乃知識之建構 |
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作 者 | 魏叔倫; | 書刊名 | 淡江外語論叢 |
卷 期 | 4 2004.08[民93.08] |
頁 次 | 頁15-29 |
分類號 | 800.33 |
關鍵詞 | 語言能力; 語言教學; 知識論; 建構論; 接受觀; Constructivism; The received view; Episteme; Language competence; TESL; |
語 文 | 英文(English) |
中文摘要 | 建構論對於語言教學的重要啟示,是在強調學習者為建構者,而非接受者。建構論的學者視語言學習能力為人類知識之一環,需要人去主動塑造。語言能力不能由教師告知,而由學習者被動地逐一接受。 此一基調係由多數學者譜製。因為建構論係一學術概念之泛稱,而非某一宗師或某一學派的理論,所以譜製建構論的學者為誰,間或有見仁見智的看法。本文擬就哲學及心理學的觀點,探討建構論的語言教學意涵。選擇的對象有古希臘懷疑論,犬儒學派,以及詭辯學派的思想。現代學者則有洛克,維可,康德,以及杜威等人。近代心理學者,則以皮亞傑及維哥斯基為代表。本文僅對這些學者的建構立論,以及建構語言的學習方法加以論述。 |
英文摘要 | According to constructivism, man is an inborn builder, who has already achieved for example, numerous regional cultures and world civilization. Episteme, or knowledge, is also one kind of products made by man, and linguistic proficiency is nothing more than an episteme. In terms of learning a language, man must make the best use of such human construtive ability. That is to say, a language learner is knowledge builder, not a receiver. For a long time, the Received View has existed in TESL area. Almost all the teaching approaches - whether the teacher-centered or student-centered - emphasize how to make the learners receive, as identically as possible, what the teacher gives. It is time perhaps to think otherwise. This paper is a mere pilot study, focusing only on the philosophical and psychological bases of constructivism that support the thesis: i.e. a language learner is a builder. From philosophers in skepticism, cynicism, and sophism, to modern philosophers such as Locke, Vico, Kant, and Dewey, and from psyschologists in behaviorism, cognitionism, and information processing to constructivist psychologitsts like Piaget and Vygotsky, all follow the same “academic thread” uttering the same voice. |
本系統中英文摘要資訊取自各篇刊載內容。