北京第二外国语学院学报 ›› 2020, Vol. 42 ›› Issue (4): 92-107.DOI: 10.12002/j.bisu.295

• 外语教学研究 • 上一篇    下一篇

生态给养视阈下英语知识内化机制构建——基于课堂展示活动

秦丽莉1(), 何艳华2(), 欧阳西贝1()   

  1. 1.大连外国语大学英语学院,大连 116044
    2.上海外国语大学英语学院,上海 200083
  • 收稿日期:2019-10-10 出版日期:2020-08-30 发布日期:2020-08-30
  • 作者简介:秦丽莉,博士,大连外国语大学教授,博士生导师,116044,研究方向:二语习得、跨文化交际学等。电子邮箱:smilingtou@163.com
    何艳华,上海外国语大学英语学院,研究方向:外语教育与教师专业发展。电子邮箱:heyanhua612@163.com
    欧阳西贝,大连外国语大学英语学院,研究方向:二语习得。电子邮箱:478967434@qq.com
  • 基金资助:
    本2016年度国家社会科学基金项目“信息技术背景下中国外语学习环境‘生态给养’转化有效性研究”(16BYY093);辽宁省教育厅重点攻关项目“‘社会文化理论’指导的外语学习者在大规模线上学习情境中的能动性研究”(2020JYT02);辽宁省经济发展一般项目“服务国家战略,探索新‘国标’指导下的多语言教育研究”(2020lslktyb-025)

Internalization Mechanism of English Knowledge from the Perspective of Ecological Affordances—Through Class Presentation Activities

Lili Qin1(), Yanhua He2(), Xibei Ouyang1()   

  1. 1. Dalian University of Foreign Languages, Dalian 116044, China
    2. Shanghai International Studies University, Shanghai 200083, China
  • Received:2019-10-10 Online:2020-08-30 Published:2020-08-30

摘要:

英语学习环境中的生态给养不仅包含人际给养,同样也应包含脑内给养。本研究以解读生态理论和内化理论的内涵为切入点,找出两者的兼容性,并尝试构建生态给养视阈下英语知识内化机制概念框架。本研究依托课堂展示活动,运用叙事法和访谈法对两名研究生的英语知识内化机制展开调查。首先,研究者描述了展示者课堂展示活动前、活动中和活动后的人际给养和脑内给养状况,发现以上两种给养均可以有效推进英语知识的内化。其次,研究者阐释了内化发展的全过程。同时,研究者还发现英语知识的内化机制具有重复性和调节性,并在此基础上最终构建了英语知识内化机制概念框架。本研究旨在调查展示者在进行课堂展示活动时的知识内化过程,为未来给养及内化理论研究提供新思路。

关键词: 生态给养, 知识内化, 课堂展示活动

Abstract:

Starting with interpretation of the ecological affordances and internalization theories, this study locates compatibility between the two and constructs the conceptual internalization mechanism of English knowledge. The researchers propose that there should not only be inter-psychological affordances in the English learning environment but also intra-psychological affordances. Based on the proposed conceptual mechanism, the study then investigates two postgraduate students via narratives and interviews during class presentation activities. From the data, the researchers describe the inter-psychological and intra-psychological ecological affordances before, during, and after the presentation, and they discover that the two affordances make an active impact on the development of internalization. Meanwhile, the researchers conclude that internalization mechanism is repeatable and adjustable; they then construct the mechanism based on these two features with the aim to investigate the knowledge internalization process of presenters during presentation activities, offering some insight for English teaching.

Key words: ecological affordances, knowledge internalization, class presentation activities

中图分类号: