移动学习模式下语言形式学习的可行性研究——以“互动假说”为视角  

A Feasibility Study on Mobile Learning of Form-Focused Instruction: An Interactive Perspective

作　　者：陈中毅[1,2] 陈静[1] 

机构地区：[1]上海外国语大学研究生部,上海200083 [2]阜阳师范学院外国语学院,安徽阜阳236037

出　　处：《阜阳师范学院学报（社会科学版）》2017年第4期135-140,共6页Journal of Fuyang Normal University：Social Science Edition

基　　金：安徽省质量工程项目"移动学习模式在<高级英语>教学中的运用及成效研究"(2015jyxm217)

摘　　要：在"互动假说"的理论框架下讨论移动学习模式运用于语言形式学习的可行性,发现移动学习模式可以灵活运用文本的编排功能,以及图片、音频和视频等多种媒介进行强化型和结构型输入,能够在促进学习者理解意义的同时将其注意力吸引到语言形式上,比教材中单一的文本型输入更加灵活有效。基于网络的移动学习平台不受时间、空间和课堂环境下干扰因素的影响,可以为学习者提供更多、更自由的交流互动机会,当交流以目标语作为媒介时,学习者能够更容易关注到语言形式。移动学习平台为学习者提供了口头和书面输出语言的机会,通过双向交流和集体协作的互动模式可以有效地提高学习者口语化输出和正式文体输出的能力。Within the framework of the Interactive Hypothesis, this paper explores the application of mobile learning to form-focused instruction. With the flexible functions of text management and various media of pictures, sound and video, mobile learning has some advantage in offering enhanced and structured input, which help to focus learners＇ attention on linguistic forms and the meaning as well, much more efficient than the single textual input in the textbooks. The Internet-based mobile learning platforms are free from the restrictions of time and space as well as the distractions in the classroom. They can provide learners with more chances of free interaction, either in oral or written form, where attention to the linguistic forms can be achieved in the target language. Interactions of two-way communication or team work can effectively enhance the oral and written output of learners.

关 键 词：移动学习 互动假说 语言形式教学 聚焦于形 

分 类 号：G642[文化科学—高等教育学]