了解学生的英语口语困难:使用 Web 2.0 的探索性实践方法

IF 3.6 2区 文学 Q1 LINGUISTICS
Meifang Zhuo, Hongyan Tang
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引用次数: 0

摘要

教育文献提倡采用探索性实践,这是一种实践者研究形式,为教师和学生解决当地的困惑(他们在教学和学习中的困惑)以获得理解而开发。尽管 "探索式实践 "在不同的环境中都很受欢迎,但考虑到语言教师和学习者在数字世界中的现实情况,对于如何在 "探索式实践 "中使用 Web 2.0 来提高语言学习和教学效果的探索却很少。本文弥补了这一空白,将 Web 2.0 探索性实践引入一堂中国高中英语课。正常的课堂活动被用作数据收集工具。结果发现,这一创新有效地增强了学生在课堂上说英语的自信心和舒适感,并提升了教学体验。因此,这项创新肯定了 "探索性实践 "对实践者来说是一个可行的研究方案,也肯定了将 Web 2.0 与 "探索性实践 "结合起来探索语言课堂问题的价值。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Understanding Students’ English-Speaking Difficulties: An Exploratory Practice Approach with Web 2.0
Education literature has advocated the adoption of Exploratory Practice, a form of practitioner research developed for teachers and students to work on local puzzles (what puzzles them in their teaching and learning) for understanding. Despite the popularity of Exploratory Practice in different contexts, there has been little exploration of how Web 2.0 can be employed in Exploratory Practice to enhance language learning and teaching, considering the reality of a digital world for both language teachers and learners. This article bridges this gap by introducing Exploratory Practice with Web 2.0 to a Chinese high school English class, prompted by a teacher's puzzle regarding her students’ English-speaking difficulties. Normal classroom activities were used as data-collection tools. This innovation was found effective in boosting students’ confidence and comfort in speaking English in class and in enhancing teaching and learning experiences. The innovation, therefore, affirms Exploratory Practice as a viable research proposal for practitioners and the value of integrating Web 2.0 with Exploratory Practice to explore issues in language classrooms.
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来源期刊
Relc Journal
Relc Journal LINGUISTICS-
CiteScore
8.10
自引率
10.00%
发文量
64
期刊介绍: The RELC Journal is a fully peer-reviewed international journal that publishes original research and review articles on language education. The aim of this Journal is to present information and ideas on theories, research, methods and materials related to language learning and teaching. Within this framework the Journal welcomes contributions in such areas of current enquiry as first and second language learning and teaching, language and culture, discourse analysis, language planning, language testing, multilingual education, stylistics, translation and information technology. The RELC Journal, therefore, is concerned with linguistics applied to education and contributions that have in mind the common professional concerns of both the practitioner and the researcher.
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