Task-based EFL language teaching with procedural information design in a technical writing context
Task-based EFL language teaching with procedural information design in a technical writing context
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基于任务的 EFL 语言教学与技术写作环境中的程序信息设计
DOI：
10.1080/2331186x.2016.1264174
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发表时间：
2017
期刊：
影响因子：
1.6
通讯作者：
Debopriyo Roy
中科院分区：
文献类型：
--
作者：
崔壯源;Debopriyo Roy;崔 壯源;Debopriyo Roy;崔 壯源;Debopriyo Roy
任务型语言学习（TBLL）对外语教学的大纲设计、课堂教学和学习者评价产生了重大影响。在这种以英语为外语的学习环境下，本文探讨了一种基于设计教育和科技写作的创新语言学习教学法。在这个TBLL课程中，基于语言学习的作业集中在使用各种计算机辅助设计软件和物理乐高工具包设计和分析对象。设计软件是协作使用的，设计分析主要是作为小组活动进行的。语言制作活动的重点是技术文件编写，使用协作在线编写工具进行网站托管和设计项目笔记，此外还有口头课堂演示和英文在线发布。语言接收活动，如阅读相关的课程讲座，视频，作业和评估指示托管和链接从Moodle的学习管理系统。本文批判性地分析了学生的表现与物理乐高设计和CAD软件，包括学生团体如何撰写网站，详细介绍了与产品组装过程相关的结构和功能规格。本文概述了如何将设计教学法纳入英语作为外语教学的课程。在这个过程中，学生不仅学习了设计基础知识，还学习了如何用英语撰写复杂的技术文档。基于课程数据和课堂互动的调查结果充分表明，学生能够以合理的效率和信心处理任务型语言项目。
Task-based language learning (TBLL) has heavily influenced syllabus design, classroom teaching, and learner assessment in a foreign or second language teaching context. In this English as foreign language (EFL) learning environment, the paper discussed an innovative language learning pedagogy based on design education and technical writing. In this TBLL course, the language learning based assignments centered on designing and analyzing objects using various computer-aided design software and physical LEGO toolkit. The design software was used collaboratively and the design analysis was done mostly as group activities. The language production activities centered on technical document authoring, using collaborative online authoring tools for website hosting and note-taking for design projects, besides oral in-class presentations, and online posting in English. Language reception activities such as readings related to the course lectures, videos, assignment, and assessment instructions were hosted and linked from Moodle—the learning management system. This paper critically analyzed student performance with physical LEGO design and CAD software, including how student groups authored websites detailing the structural and functional specifications related to the product assembly procedure. This paper outlined how design pedagogy could be included in the curriculum while teaching English as a foreign language. In the process, students not only learnt about design fundamentals, but how to author complex technical documents in English. Findings based on course data and class interactions have adequately demonstrated that students were capable of handling the task-based language projects with reasonable efficiency and confidence.