Foreign Language Teaching from a Pedagogical Lingua Franca Perspective
Foreign Language Teaching from a Pedagogical Lingua Franca Perspective
复制标题
从教学通用语言的角度看外语教学
DOI：
10.13133/2239-1983/17140
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
K. Kohn
中科院分区：
文献类型：
--
作者：
K. Kohn
根据社会建构主义的理解，外语教师应该让他们的学习者反思性地探索自己的外语交际，协商和完善他们的交际和社区成功的要求。在跨文化虚拟交流中，不同语言文化背景的“学习者”作为“发言者”参与，并使用他们共同的目标语言作为教学弗兰卡，可以为这种体验提供适当的条件。将介绍两个涉及以英语和德语为目标语言的中学生的案例研究，以说明弗兰卡教学法，并讨论学习者主体、非母语者解放、交流监测和教学指导等问题。
According to a social constructivist understanding, foreign language teachers should enable their learners to reflectively explore their own foreign language communication and to negotiate and refine their requirements of communicative and communal success. Suitable conditions for such an experience can be provided in intercultural virtual exchanges in which ‘learners’ of different linguacultural backgrounds are engaged as ‘speakers’ and use their common target language as a pedagogical lingua franca. Two case studies involving secondary school students with English and German as target languages will be presented to illustrate the pedagogical lingua franca approach and to discuss it with regard to issues of learner agency, non-native speaker emancipation, communication monitoring, and pedagogical mentoring.