‘Just facebook me’: a study on the integration of Facebook into a German language curriculum
‘Just facebook me’: a study on the integration of Facebook into a German language curriculum
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“Just facebook me”：一项关于将 Facebook 纳入德语课程的研究
DOI：
10.14705/rpnet.2016.eurocall2016.572
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Una Cunningham
中科院分区：
文献类型：
--
作者：
V. Leier;Una Cunningham
在一个为期12周的教学学期中，我们观察了一个封闭的Facebook小组中学生和教师的活动。调查问卷、对学生的半结构化访谈和教师在研究期刊上的反思也作为补充。收集的数据使用归纳主题分析和演绎活动理论（AT）分析进行分析，以探索学生和教师对课程中Facebook部分的期望之间的紧张关系。分析显示了Facebook行为的个体差异。许多学生不愿意用目标语言——德语写作，他们报告说，当被要求这样做时，他们感到焦虑。很明显，学生们在Facebook上的私人互动和在Facebook小组中的互动之间存在明显的差异。学生们将Facebook群组作为真正的语言平台，并在课程结束后继续使用该页面。Facebook小组促进了班级小组中高质量的以意义为中心的目标语言生产，参与者对他们的Facebook体验非常积极。
Student and teacher activity in a closed Facebook group for a tertiary German class was observed during a 12-week teaching semester. This was complemented by questionnaires, semi-structured interviews with students, and teacher reflections in a researcher journal. Collected data were analysed using an inductive thematic analysis followed by a deductive Activity Theory (AT) analysis to explore the tensions between student and teacher expectations of the Facebook component of the course. The analysis showed individual variation in Facebook behaviours. A number of students were reluctant to write in the target language, German, reporting that they felt anxious when required to do so. It became evident that students differentiated sharply between their private Facebook interactions and their interactions in the Facebook group. Students adopted the Facebook group as an authentic language platform and continued to use the page after the course had ended. The Facebook group facilitated high quality meaning-focused target language production within the class group, and the participants were overwhelmingly positive towards their Facebook experience.