SGER: How prior learning experiences influence adult language learning in formal settings

SGER：先前的学习经历如何影响正式环境中的成人语言学习

• 批准号: 0751362
• 负责人: Kathryn Harris
• 金额: $ 19.99万
• 依托单位: Portland State University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-10-01 至 2009-09-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0751362&HistoricalAwards=false
• 关键词: SGER; How; prior; learning; experiences

The project brings new data to the long-standing questions of language acquistion, advancing knowledge in the fields of psychology and linguistics. The researchers propose to analyze an existing video data from learners with little or no formal education as they move into the realm of formal learning in language classrooms. The researchers will use qualitative, video-based methods of analysis with the goal to understand how particular socio-interactional moves in tasks for language acquisition lead to success in learning in formal educational settings. Working together with the LIFE Center (Learning in Informal and Formal Environments), the researchers will compare measures of program advancement and language proficiency of the students in two groups (more and less succesfull students with low level of prior educational experience) to socio-interactive measures from students' participation in classroom activities as captured by the classroom video recordings.

该项目为长期存在的语言习得问题提供了新的数据，促进了心理学和语言学领域的知识。研究人员建议分析一段现有的视频数据，这些视频来自受过很少或根本没有正规教育的学习者，因为他们进入了语言课堂上的正式学习领域。研究人员将使用定性的、基于视频的分析方法，目的是了解语言习得任务中特定的社会互动动作如何导致在正规教育环境中学习成功。与LIFE中心(在非正式和正式环境中学习)合作，研究人员将比较两组学生(或多或少成功的完全学生，先前教育经验较低的学生)的项目进展和语言熟练程度的衡量标准，以及课堂视频记录下的学生参与课堂活动的社交衡量标准。