基于DDL的“微讲座”词汇学习模式态度感知和学习风格关系研究  

Learners’Perceptions of the DDL-based“Mini-lecture”Learning Model and Its Relations with Learning Styles

作　　者：杨滢滢[1,2] 田旭敏 陈琳 YANG Yingying;TIAN Xumin;CHEN Lin(School of Education,Shanghai International Studies University,Shanghai 200083,China;Institute of Corpus Studies and Applications,Shanghai International Studies University,Shanghai 200083,China;Bijie Institute of Education Science,Bijie 551700,China)

机构地区：[1]上海外国语大学国际教育学院,上海200083 [2]上海外国语大学语料库研究院,上海200083 [3]毕节市教育科学研究所,贵州毕节551700

出　　处：《上海理工大学学报（社会科学版）》2024年第4期322-332,共11页Journal of University of Shanghai for Science and Technology：Social Sciences Edition

基　　金：上海外国语大学校级规划项目(2022114015);上海外国语大学第五届“导师学术引领计划项目”(2022113043)阶段性成果。

摘　　要：以同义词辨析为学习目标,采用引导型归纳教学方法设计以学习者为中心、基于DDL的“微讲座”学习模式,该学习模式持续18周,包含任务前引导、任务中展示和任务后练习及反馈三个阶段。为了考察在这一数据驱动探索过程中,学习者对“微讲座”、语料库使用的态度感知以及学习风格和学习者态度感知的相关性,通过问卷调查及访谈结果发现,学习者对“微讲座”和语料库辅助词汇学习总体持积极态度,学习者的困难感知源于网站本身的稳定性、时间消耗和检索结果的分析等方面。学习风格与态度感知并不显著相关;反思型、感知型、言语型和序列型的学习者数据驱动学习更加敏感,序列型学习者明显感知语料库辅助词汇学习的困难,但仍然对DDL保持开放态度。研究结果表明,引导型数据驱动词汇学习模式作为外语课堂教学的有力补充,有助于提升学习者的学习自主能力。Taking English synonyms as the learning objective,this study adopted the guided inductive approach to an 18-week DDL instruction design in the form of a learner-centered“mini-lecture”.This design covers three main phases:pre-task guidance,during-task practice and presentation,and post-task exercises and feedback.We investigated learners’perceptions of the learning model and corpus use in general,and also the relationship between learners’learning styles and their perceptions.Data collected from questionnaires and interviews showed that learners generally hold a positive attitude towards both the mini-lecture and corpus use;their difficulties include instability of the website,time consumption,and the analysis of the querying results.Besides,the results showed no significant correlation between learners’perceptions and their learning styles,and that reflective,sensory,verbal,and sequential learners were more sensitive to the advantages of DDL.Sequential learners perceived the difficulties more significantly,but they still kept open to DDL,which was presumably due to the scaffolding and guidance in the instruction design.These findings have some teaching implications:the guided DDL learning model can be an effective alternative to traditional EFL teaching and it helps promote learners’autonomy.

关 键 词：“微讲座”学习模式 语料库 数据驱动 感知 学习风格 

分 类 号：H319[语言文字—英语]