第二语言课堂教学环境中的可提供性  

The Affordance in Second Language Classroom

作　　者：陈婷婷[1] 

机构地区：[1]厦门大学海外教育学院,中国厦门361102

出　　处：《海外华文教育》2017年第11期1521-1527,共7页Overseas Chinese Education

摘　　要：在美国心理学家James Gibson提出可提供性(Affordance)之后,可提供性理论被不断发展,并应用于多个领域,如社会学、认知心理学、生态学、设计学,甚至第二语言教学。可提供性从人与环境互动关系的角度启发二语教师尽可能地创造和优化教学环境中的学习机会,同时在教学中不断培养和提高学生对第二语言学习环境中可提供性的感知能力及其主观能动性,努力实现学生参与互动学习。学生对语言要素和知识的感知能力提高,就越容易获得环境中的可提供性,学习机会越大化就越可能促进其知识的内化并达到学习效果。本文首先对可提供性理论的发展进行了梳理和回顾,进而区分可提供性理论所定义的第二语言学习"环境"与传统的学习环境,并阐述在该环境下的可提供性的特点和表现。最后,探讨可提供性理论在第二语言课堂教学环境下的可行性及其应用,旨在为第二语言教学特别是汉语作为第二语言教学开启一个新的视角,重新审视固有的教学观念和现有教学中存在的一些相关问题。Since the term “affordance” was proposed by James J. Gibson, afordance theory has been de-veloped rapidly and widely applied in multiple fields, such as sociology , cognitive science , ecology , de-sign science , second language education etc. Based on the perspective of inthuman beings and the environment , afordance theory enlightens second language teachers to optimize the learning environment to create more opportunities for language acquisition. Meanwhile it also suggests thecultivation and improvement of learners, perception ability and subjective initiative. Since the more sensi-tive to the language knowledge and elements , the easier the learner acquire s the affordance from the envi-ronment. In other words , the greater the opportunity of leaning in the environmenpromote the effects of learning.＂This paper first takes a review of the development of the affordance theory. And then on the basis of the comparison between traditional learning environment and thelearning environment from afordance perspective , the features and manifestations of the latter one are fur-ther elaborated. The application of affordance theory in second language classroom is discussed at the last. It aims to open a new angle for the second language teaching , and to re-examine some existing problems in current teaching methodologies.

关 键 词：可提供性 环境 第二语言教学 学习者 

分 类 号：H195[语言文字—汉语]