高等教育中的语言本体论:语言教师的世界创造实践

IF 2.1 2区 文学 0 LANGUAGE & LINGUISTICS
Laura Gurney, Eugenia Demuro
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引用次数: 0

摘要

在本文中,我们利用语言本体论的框架,结合语言实践教师和研究人员的经验数据,探讨语言是什么或可能是什么。我们对十四位参与者进行了半结构式访谈,以探讨他们对语言(s)/语言运用的描述和自我报告的实践。在访谈过程中,我们介绍了参与者对语言()/语言运用的五种本体论描述:作为交流工具的语言、作为思想的语言、作为文化的语言、作为系统的语言以及作为实践的语言运用。我们将讨论这五种本体论观点对教学、学习和理解语言多元性的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Languages ontologies in higher education: the world-making practices of language teachers
In this paper, we engage the frame of language ontologies to explore what language is or might be, vis-à-vis empirical data from practicing language teachers and researchers. We conducted semi-structured interviews with fourteen participants to explore their accounts and self-reported practices of language(s)/languaging. We present five ontological accounts of language(s)/languaging as shared by the participants during the interviews: language as a tool for communication, language as thought, language as culture, language as system, and languaging as practice. We discuss the implications of these five ontological accounts for teaching, learning, and understanding language as a multiplicity.
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来源期刊
CiteScore
4.20
自引率
7.70%
发文量
81
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