Affordance of English-Medium Instruction Contexts in Taiwan.
Affordance of English-Medium Instruction Contexts in Taiwan.
复制标题
台湾英语教学环境的可供性。
DOI：
10.1007/978-3-642-21852-1_36
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发表时间：
2015
影响因子：
3.5
通讯作者：
Wun
中科院分区：
文献类型：
--
作者：
Yi;Wun
英语教学（EMI）在非英语母语（NNES）环境中的扩散迫使研究人员探索学生在这种环境中面临的挑战。这些研究大多是定量的，重点是在一种类型的机构或课程中与语言相关的困难，这些研究掩盖了NNES学生通过英语学习内容的复杂性。透过货车利耶（2000，2004 a，2004 b，2007，2008 b）语言教育生态学中“启示”的透镜，本研究探讨台湾两种英语环境所提供的学习机会：选择性英语课程和沉浸式课程。研究结果表明，尽管有限的关注，文化的启示，更多的内容和语言启示的认知和行动的设计，学生表现出更大的兴趣，科目，教师持有更高的期望，并在选择课程的灵活性是允许的。因此，本文强调了个人因素中的兴趣、教育水平和背景知识的首要地位;在语境因素中提供足够的英语和文化启示;以及学生通过英语学习内容时两者之间的动态关系。
The proliferation of English-medium instruction (EMI) in nonnative English-speaking (NNES) contexts has compelled researchers to explore the challenges students face in such environments. Mostly quantitative in nature with foci on language-related difficulties in one type of institution or curriculum, these studies obscure the complexity of NNES students' learning of content via English. Through the lens of ＂affordance＂ in van Lier's (2000, 2004a, 2004b, 2007, 2008b) ecology of language education, this qualitative case study examines learning opportunities afforded by two types of EMI contexts in Taiwan: selective EMI courses and an immersion program. Findings showed that despite the limited attention to cultural affordance, more content and language affordances were cognized and acted on in the design where students displayed more interest in subjects, instructors held higher expectations, and flexibility in selection of courses was allowed. As such, this paper underscores the primacy of interests, educational levels, and background knowledge in individual factors; the provision of sufficient English and cultural affordances in contextual factors; and the dynamics between the two in students' learning of content via English.
从英语教学的动机角度探索有效的教学实践
DOI：
--
发表时间：
2018
期刊：
影响因子：
--
作者：
Kojima;N.
通讯作者：
N.
语言与教育百科全书：语言社会化
DOI：
--
发表时间：
2017
期刊：
影响因子：
--
作者：
P. A. Duff & S. May (Eds.);Cook;H. M. & Burdelski;M. et al.
通讯作者：
M. et al.