|
|
克拉申二语习得理论下英专生英语词汇移动学习现状分析
|
Abstract:
在互联网信息技术迅猛发展的背景下，以二语习得理论中的输入假说和情感滤波假说为理论基础，通过调查浙江某高校英语专业学生应用英语APP开展英语词汇自主学习的情况，以期为大学生与学习软件开发者提出一些切实可行的启示或建议。通过问卷调查发现，移动端英语词汇学习能够在一定程度上对学习者的情感态度有积极影响，但在输入与输出方面还有所欠缺，在一定程度上为软件功能优化提供了方向。
In the context of the rapid development of Internet information technology, based on the input hypothesis and emotion filtering hypothesis in second language acquisition theory, this paper investigates the application of English apps by English majors in a college in Zhejiang province to carry out independent learning of English vocabulary, in order to provide some practical enlightenment or suggestions for college students and developers of learning software. Through questionnaire survey, it is found that mobile English vocabulary learning can have a positive impact on learners’ emotional attitude to a certain extent, but there are still shortcomings in input and output, which provides a direction for software function optimization to a certain extent.
| [1] | 王峥. 基于移动端的英语词汇深度学习研究[D]: [博士学位论文]. 上海: 上海外国语大学, 2018. |
| [2] | 雷少楠. “互联网+”背景下APP在大学生英语学习中的应用情况调查研究[J]. 教育信息化论坛, 2019(4): 9-11. |
| [3] | 宋孔尧. 实践中的Krashen输入假说和Swain输出假说: 设计“i + 1”教学技巧[J]. 国外外语教学, 1994(1): 26-28. |
| [4] | 杜文捷. 论二语习得理论对外语教学的启示[J]. 黑龙江高教研究, 2002, 20(6): 54-55. |
| [5] | 周代松. Krashen二语习得理论之语言输入理论在初中英语转差教学中的应用研究[D]: [硕士学位论文]. 武汉: 华中师范大学, 2008. |
| [6] | 蒋苏琴. 克拉申二语习得理论和多媒体辅助英语听力教学——一项基于大学英语教改模式的实证研究[J]. 外语学刊, 2010(3): 140-143. |
| [7] | 陈玉萍. 克拉申(Krashen) “专题阅读”理论理据探寻[J]. 宁夏社会科学, 2011(2): 159-162. |
| [8] | 王敏. 二语习得理论视角下大学生英语口语教学策略[J]. 山西师大学报(社会科学版), 2015, 42(S1): 234-235. |
| [9] | 孙雁. 二语习得理论对翻译教学的启示[J]. 沈阳农业大学学报(社会科学版), 2018, 20(4): 474-479. |
| [10] | 王丽萍. 克拉申监控理论述评[J]. 学术交流, 2007(5): 146-148. |
| [11] | 刘秀娥. 克拉申二语习得理论分析与研究[J]. 中国多媒体与网络教学学报(中旬刊), 2020(9): 211-213. |
| [12] | 张天爱. 关于克拉申二语习得理论对大学英语教学的启示[J]. 英语广场, 2022(3): 77-79. |
| [13] | 姜浩, 乌云高娃. 基于克拉申二语习得理论下的大学英语教学的思考[J]. 现代英语, 2023(9): 13-16. |
| [14] | Swain, M. (1985) Communicative Competence: Some Roles of Comprehensible Input and Comprehensible Output in Its Development. In: Gass, S. and Madden, C., Eds., Input in Second Language Acquisition, Newburg House Publishers, Newburg. |
| [15] | Ellis, R. (1994) The Study of Second Language Acquisition. Oxford University Press, Oxford. |
| [16] | Zafar, M. (2011) Monitoring the “Monitor”: A Critique of Krashen’s Five Hypotheses. Dhaka University Journal of Linguistics, 2, 139-146. https://doi.org/10.3329/dujl.v2i4.6903 |
| [17] | Kamal, A. (2022) Critical Appraisement of Monitor Model. Research Journal in Advanced Humanities, 3, 64-74. https://doi.org/10.58256/rjah.v3i1.766 |
| [18] | Gökcan, M. and Çobanoğlu Aktan, D. (2018) Investigation of the Variables Related to TEOG English Achievement Using Language Acquisition Theory of Krashen. Pegem Eğitim ve Öğretim Dergisi, 8, 531-566. https://doi.org/10.14527/pegegog.2018.021 |
| [19] | Mao, W. (2022) Analysis of the Psychological Barriers to Spoken English from Big Data and Cross-Cultural Perspectives. Frontiers in Psychology, 13, Article ID: 899101. https://doi.org/10.3389/fpsyg.2022.899101 |
| [20] | Tengku Mahadi, T.S., Md Husain, F., Jaganathan, P., Hassan, A., Syed Fesal, S.N.H. and Mohamad, A. (2018) Developing Narrative Writing Skills via a Reading Programme for Low English Language Proficiency Undergraduates. GEMA Online® Journal of Language Studies, 18, 1-16. https://doi.org/10.17576/gema-2018-1802-01 |
| [21] | Aljumah, F.H. (2020) Modified Reading Program to Improve Students’ Motivation in Writing Skill of Level-One Students at the English Language and Translation. Asian ESP Journal, 16, 248-259. |
| [22] | Akbaş, E. and Ölçü-Dinçer, Z. (2021) Accuracy Order in L2 Grammatical Morphemes: Corpus Evidence from Different Proficiency Levels of Turkish Learners of English. Studies in Second Language Learning and Teaching, 11, 607-627. https://doi.org/10.14746/ssllt.2021.11.4.6 |
| [23] | Loewen, S. (2021) Was Krashen Right? An Instructed Second Language Acquisition Perspective. Foreign Language Annals, 54, 311-317. https://doi.org/10.1111/flan.12550 |
| [24] | Lichtman, K. and VanPatten, B. (2021) Krashen Forty Years Later: Final Comments. Foreign Language Annals, 54, 336-340. https://doi.org/10.1111/flan.12543 |
| [25] | 宋莉娜. 英语口语App软件评估实践——兼评三款主流软件[J]. 成都纺织高等专科学校学报, 2015, 32(3): 170-174. |
| [26] | Garnes-Tarazona, I. (2018) Exploring Socio-Cultural Elements in Three Commercial English Language Learning Apps. International Journal of Computer-Assisted Language Learning and Teaching, 8, 65-82. https://doi.org/10.4018/ijcallt.2018010105 |
| [27] | 梁培培, 蒋海升. 手机教育类APP体验创新路径探析——以“英语流利说”APP为例[J]. 出版广角, 2019(1): 33-36. |
| [28] | Mirri, S., Roccetti, M., Salomoni, P., Mambelli, G. and Valva, A. (2017) On the Design of an App for Foreign Languages Incidental Learning. 2017 IEEE Symposium on Computers and Communications (ISCC), Heraklion, 3-6 July 2017, 111-116. https://doi.org/10.1109/iscc.2017.8024514 |
| [29] | 段婷, 王淑琴. 基于手机APP的大学英语自主学习模式初探[J]. 长春教育学院学报, 2015(23): 75-76. |
| [30] | McMinn, S. and Li, Y. (2014) Enhancing Interactions with Mobile Devices in Language Classrooms. Proceedings of the ICT for Language Learning, Florence, 15-16 November 2014. https://conference.pixel-online.net/conferences/ICT4LL2012/common/download/Paper_pdf/151-IBT28-FP-Li-ICT2012.pdf |
| [31] | 孟亚茹, 刘丹, 蒋圣楠. 英语听力APP取舍者态度的影响因素建模[J]. 外语与外语教学, 2019(5): 20-29+147-148. |
| [32] | 朱海霞. 克拉申输入假说视角下配音App辅助大学英语口语教学研究[J]. 林区教学, 2022(4): 86-90. |
| [33] | 赵莹. 百词斩对初中英语词汇学习效果的探索研究[J]. 海外英语, 2022(9): 203-205. |
