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題名 | The Application of Situated Learning Theory to EFL Oral Communication Instruction for Pre-intermediate Level EFL Learners=實境學習理論於中級以下英語口語溝通教學之應用 |
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作者 | 李路得; Li, Lu De; |
期刊 | 醒吾學報 |
出版日期 | 20110100 |
卷期 | 43 2011.01[民100.01] |
頁次 | 頁115-140 |
分類號 | 521.598051 |
語文 | eng |
關鍵詞 | 英語教學; 實境學習理論; |
中文摘要 | 本研究藉著實境學習理論(Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991)提供另一種英語教學理論,實境學習理論是新興的社會文化學習理論的支派,可用來解決英語教室教學的限制。本研究旨在為初階英語外語學生的口語溝通技巧設計教室學習環境,其中包和四個重點: 真實活動(authentic activity),實作社群 (community of practice),觀察(observation),以及實作 (practice)。 這四點被用來論證以下四個因素在英語教室教與學的必要性: (1)英語口語溝通的真實活動;(2)教室內學習社群與教室外專家社群的結合;(3) 觀察專家實作的機會; (4)學習輔助及持續觀察機會的提供。 |
英文摘要 | This study presents an alternative look at EFL teaching and learning through situated learning theory (Brown, Collins, & Duguid, 1989; Lave & Wenger, 1991)---a branch of the emerging sociocultural perspectives on learning. Tentative theoretical exploration is made to elaborate the nature of foreign language learning and how situated learning theory may help to cope with the limitations of EFL classroom. Of interest is the design of classroom learning environment for pre-intermediate level EFL learners in oral communication instruction. Four key aspects of situated learning theory, including authentic activity, community of practice, observation, and practice are discussed and applied to the setting of EFL oral communication courses to justify the necessity of bringing the following four elements in the EFL classroom: authentic activity of English oral communication, the bridging between the learning community inside the classroom and the expert community outside the classroom, the opportunities of observing expertise-in-use, and the provision of scaffolding and continual observation in practice. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。