| 44 | 0 | 23 |
| 下载次数 | 被引频次 | 阅读次数 |
本研究以Seesaw异步互动平台为例,基于上海一所外籍人员子女学校师生的中文线上互动,通过屏幕观察并用多模态方法分析中文学习者在该平台上历时四个月的超语实践互动形式;对中文教师进行半结构化访谈,了解他们对超语实践的观点、体验与评价;进行教学实验和问卷调查,从认知、社会和情感三个维度调查学生在超语实践方式下的互动参与情况,探究线上异步互动平台中的中文超语实践对学习者互动参与的影响。本研究兼具理论意义与实践价值,可以助力国际中文教育中超语教学理念的发展,促进线上超语教学实践,为多语言多模态的中文教学和学习者互动参与提供借鉴。
Abstract:This study utilizes the Seesaw asynchronous interaction platform as a case study, focusing on an international school located in Shanghai. By employing screen observation and multimodal analysis, the research investigates the patterns of translanguaging practices within online Chinese interactions between teachers and students over a four-month period on the asynchronous platform.Semi-structured interviews with Chinese teachers were conducted to elucidate their viewpoints,experiences,and assessments of these translanguaging practices.Furthermore,a teaching experiment coupled with a questionnaire survey was implemented to delve into students’interactive engagement from cognitive,social,and emotional perspectives within the framework of translanguaging practices.The study seeks to understand the influence of translanguaging practices on learner interactive engagement on online asynchronous platforms.This study possesses both theoretical and practical significance,offering contributions to the evolution of translanguaging pedagogy within the realm of international Chinese education.It also fosters the adoption of online translanguaging teaching practices and supplies valuable insights for Chinese language instruction and learner engagement insettings characterized by multilingualism and multimodality.
李嵬、沈骑(2021)超语实践理论的起源、发展与展望,《外国语》第4期。
刘燚、张辉蓉(2020)高校线上教学调查研究,《重庆高教研究》第5期。
任伟、才华(2024)我国高校外语教师对超语教学的态度及其影响因素,《外语界》第1期。
吴勇毅、李宇明、李秉震等(2020)“新冠疫情下的汉语国际教育:挑战与对策”大家谈(上),《语言教学与研究》第4期。
吴勇毅、王婍璇(2023)基于语义波理论的VR多模态中华文化教学模式探究,《云南师范大学学报》(对外汉语教学与研究版)第6期。
杨扬、张志强、吴冠军等(2020)“疫情下的信息技术与在线教学”笔谈,《基础教育》第3期。
教育部中外语言交流合作中心(2021)《国际中文教育中文水平等级标准》,北京:北京语言大学出版社。
Arispe,K.&Blake,R.J.(2012)Individual Factors and Successful Learning in a Hybrid Course.System,40(4):449-465.
Baralt,M.,Gurzynski-Weiss,L.&Kim,Y.(2016)The Effects of Task Complexity and Classroom Environment on Learners'Engagement with the Language.In Sato,M.&Ballinger,S.(eds.),Peer Interaction and Second Language Learning:Pedagogical Potential and Research Agenda.Amsterdam:John Benjamins,209-239.
Cenoz,J.&Gorter,D.(2020)Teaching English through Pedagogical Translanguaging.World Englishes,39(2):300-311.
Dao,P.(2020)Effect of Interaction Strategy Instruction on Learner Engagement in Peer Interaction.System,91:102-244.
Evans,M.,Schneider,C.,Arnot,M.,Fisher,L.,Forbes,K.,Liu,Y.&Welply,O.(2020)Language Development and Social Integration of Students with English as an Additional Language.Cambridge University Press.
García,O.&Li,W.(2014)Translanguaging:Language,Bilingualism and Education.Hampshire:Palgrave.
García,O.,Seltzer,K.&Witt,D.(2018)Disrupting Linguistic Inequalities in US Urban Classrooms:The Role of Translanguaging.In Slembrouck,S.,Van Gorp,K.,Sierens,S.,Maryns,K.&Van Avermaet,P.(eds.),The Multilingual Edge of Education.Oxford,UK:Palgrave Macmillan UK,414-456.
Ho,W.Y.J.(2018).Translanguaging in Online Language Learning:Case Studies of Selfdirected Chinese Learning of Multi lingual A dults.London:UCL Institute of Education Dissertation.
Ho,W.Y.J.&Li,W.(2019)Mobilizing Learning:A Translanguaging View.Chinese Semiotic Studies,15(4):533-559.
Ho,W.Y.J.&Tai,K.W.H.(2021)Translanguaging in Digital Learning:The Making of Translanguaging Spaces in Online English Teaching Videos.In ternational Jo urnal of Bilingual Education and Bilingualism,1-22.
Johns,K.,Troncale,J.M.,Trucks,C.,Feazell Calhoun,C.&Alvidrez,M.(2017)Cool Tools for School:Twenty-First-Century Tools for Student Engagement.The Delta Kappa Gamma Bulletin,84(1):53.
Lau,S.M.C.,Tian,Z.&Lin,A.M.Y.(2021)Critical Literacy and Additional Language Learning:An Expansive View of Translanguaging for Change-enhancing Possibilities.The Handbook of Critical Literacies,381-390.
Li,M.&Storch,N.(2017)Second Language Writing in the Age of CMC:Affordances,multimodality,and collaboration.Journal of Second Language Writing,36:1-5.
Li,W.(2018)Translanguaging as a Practical Theory of Language.Applied Linguistics,39(2):261-261.
Li,W.(2011)Moment Analysis and Translanguaging Space:Discursive Construction of Identities by Multilingual Chinese Youth in Britain.Journal of Pragmatics,43(5):1222-1235.
Lin,A.M.Y.&Lo,Y.Y.(2017)Translanguaging and the Triadic Dialogue in Content and Integrated Learning(CLIL)Classrooms.Language and Education,31(1):26-45.
Liu,J.E.,Lo,Y.Y.&L i n,A.M.(2020) Translanguaging Pedagogy in Teaching English for Academic Purposes:Researcher-teacher Collaboration as a Professional Development Model.System,92,102276.
Liu,Q.&Chao,C.(2018) CALL from an Ecological Perspective:How a Teacher Perceives Affordance and Fosters Learner Agency in a Technology-mediated Language Classroom.Re CALL,30:68-87.
Liu,Y.,Fisher,L.,Forbes,K.&Evans,M.(2017) The knowledge Base of Teaching in Linguistically Diverse Contexts:10 Grounded Principles of Multilingual Classroom Pedagogy for EAL.Language and Intercultural Communication,17(4):378-395.
Norton,B.(2016) Identity and Language Learning:Back to the Future.TESOL Quarterly,50(2):475-479.
Ou,W.A.&Gu,M.M.(2021) Competence beyond Language:Translanguaging and Spatial Repertoire in Teacher-student Interaction in a Music Classroom In an International Chinese University.International Journal of Bilingual Education and Bilingualism,25:2741-2758.
Ou,A.W.,Gu,M.M.&Lee,J.C.K.(2022) Learning and Communication in Online International Higher Education in Hong Kong:ICT-mediated Translanguaging Competence and Virtually Translocal Identity.Journal of Multilingual and Multicultural Development,1-14.
Philp,J.&Duchesne,S.(2008) When the Gate Opens:The Interaction between Social and Linguistic Goals in Child Second Language Development.In J.Philp,R.Oliver&Mackey,A.(eds.),Child’s Play?Second language Acquisition and the Young Learner.Amsterdam:John Benjamins,83-104.
Philp,J.&Duchesne,S.(2016) Exploring Engagement in Tasks in the Language Classroom.Annual Review of Applied Linguistics,36:50-72.
Ponzio,C.M.&Deroo,M.R.(2023) Harnessing Multimodality in Language Teacher Education:Expanding English-dominant Teachers’Translanguaging Capacities through a Multimodalities Entextualization Cycle.International Journal of Bilingual Education and Bilingualism,26(8):975-991.
Sulis,G.&Philp,J.(2021 Exploring Connections between Classroom Environment and Engagement in the Foreign Language Classroom.In Hiver,P.,Al-Hoorie,A.H.&Mercer,S.(eds.),Student Engagement in the Language Classroom.Bristol,UK:Multilingual Matters,101-129.
Svalberg,A.M.L.(2009) Engagement with language:Interrogating a construct.Language Awareness,18:242-258.
Svalberg,A.M.L.(2021) Engagement with Language in Relation to Form-focused Versus Meaning-focused Teaching and Learning.In Hiver,P.,Al-Hoorie,A.H.&Mercer,S.(eds.),Student Engagement in the Language Classroom.Bristol,UK:Multilingual Matters,38-55.
Tai,K.W.H.&Li,W.(2020a) Bringing the outside in:Connecting Students’Out-of-school Knowledge and Experience through Translanguaging in Hong Kong English Medium Instruction Mathematics Classes.System,95:1-32.
Tai,K.W.H.&L i,W.(2020b) Constructing Playful Talk through Translanguagingin English Medium Instruction Mathematics Classrooms.Applied Linguistics,42(4):607-640.
Tai,K.W.&Li,W.(2021a) The Affordances of IPad for Constructing a Technologymediated Space in Hong Kong English Medium Instruction Secondary Classrooms:A Translanguaging View.Language Teaching Research,28(4):1501-1551.
Tai,K.W.H.&Li,W.(2021b) Co-learning in Hong Kong English Medium Instruction Mathematics Secondary Classrooms:A Translanguaging Perspective.Language and Education,35:241-267.
Toth,P.D.,Wagner,E.&Moranski,K.(2013) Coconstructing’Explicit L2 Knowledge with High School Spanish Learners through Guided Induction.Applied Linguistics,34:255-278.
Wang,D.(2018) Multilingualism and Translanguaging in Chinese Language Classrooms.Springer.
Wang,D.(2019) Translanguaging in Chinese Foreign Language Classroom:Students and Teachers’Attitudes and Practices.International Journal of Bilingual Education and Bilingualism 22(2):138-149.
Williams,C.(1994) An Evaluation of Teaching and Learning Methods in the Context of Bilingual Secondary Education.Unpublished Ph D Thesis.University of Wales,Bangor.
(1)改进包括:统一中英文格式,增加可视化及多模态数据整合环节,确保转录活动遵守隐私和伦理标准。(1) TOPSIS法即逼近理想解排序法,是一种常用的利用原始数据进行综合评价的方法,其基本原理是通过检测评价对象与最优解、最劣解的距离来进行排序,若评价对象最靠近最优解同时又最远离最劣解,则为最好;否则不为最优。
基本信息:
DOI:
中图分类号:G434;H195
引用信息:
[1]吴勇毅,王婍璇.国际中文教育超语实践与学习者互动参与研究——基于线上异步互动平台Seesaw的分析[J].汉语国际传播研究,2025(01):36-61.
基金信息:
国家社科基金重点项目“中文纳入‘一带一路’沿线重点国家国民教育体系研究及数据库建设”(20AZD131); 教育部人文社会科学研究项目“基于语料库的汉语二语会话修正及其应用研究”(19YJA740064);教育部中外语言交流合作中心国际中文教育重点项目“中文纳入南美各国国民教育体系及数据库建设”的阶段性成果