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Chinese students' perceptions of English learning affordances and their agency in an English-medium instruction classroom context

机译:在英语教学课堂中,中国学生对英语学习能力的看法及其代理

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摘要

To promote English learning is an alleged benefit of implementing English-medium-instruction (EMI). However, English learning is supposed to occur incidentally in most EMI contexts. From the linguistic-ecological perspective, incidental language learning is premised on two conditions: linguistic inputs are perceived by learners as affordances, namely, perceived opportunities for action provided by the environment, and learners are excising their agency to engage with these affordances and the learning environment. Despite a substantial body of research investigating various aspects of EMI, there is a scarcity of research on students' perceptions of EMI classroom activities and teachers' instructional language use as English learning affordances, the manifestation of their agency and its mediating factors. Drawing on the ecological concepts of 'affordance' and 'agency', this study intends to fill this void using a mixed methods design. One EMI teacher and 134 students in a Chinese university were involved as participants. Data were collected primarily through classroom observation, a questionnaire, and interviews over a 2-month period. Findings show that activities that required students' active engagement proved to be affordances perceived more positively. The manifestation and development of English learning agency were varied and personalised, mediated by both contextual and individual factors. Implications are also discussed.
机译:据称,实施英语中等教学(EMI)可以促进英语学习。但是,英语学习应该在大多数EMI环境中偶然发生。从语言生态学的角度来看,附带语言学习的前提是两个条件:学习者将语言输入视为提供能力,即环境所提供的行动机会,学习者正在剥夺其代理人参与这些提供能力和学习的机会。环境。尽管进行了大量有关EMI各个方面的研究,但仍缺乏有关学生对EMI课堂活动的看法和教师将教学语言用作英语学习能力,其代理的体现及其中介因素的研究。借鉴“负担”和“机构”的生态概念,本研究旨在使用混合方法设计填补这一空白。一名中国大学的一名EMI老师和134名学生作为参与者。数据主要是通过课堂观察,问卷调查和为期2个月的访谈收集的。结果表明,需要学生积极参与的活动被证明是对学生的积极感。英语学习机构的表现和发展是多种多样的,而且是个性化的,受上下文和个体因素的影响。还讨论了含义。

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