Conceptualizing an inquiry-based lingua-cultural learning through telecollaborative exchanges.
Conceptualizing an inquiry-based lingua-cultural learning through telecollaborative exchanges.
复制标题
通过远程协作交流概念化基于探究的语言文化学习。
DOI：
10.12688/f1000research.55128.1
复制
发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Murod Ismailov
中科院分区：
文献类型：
--
作者：
Murod Ismailov
近年来，远程教育在从事外语教育的学者、教师和学生中越来越受欢迎，因为它便于使用以互联网为媒介的通信工具将地理上遥远的语言和文化学习者联系起来。目前在学术和课堂环境中，跨文化学习更加强调培养学习者的跨文化交际能力。这种方法的问题是，这一过程可能没有考虑到参与在线跨文化交流的学习者可能对自己的语言文化的某些方面了解有限或一无所知。我们认为，学习者要想有效地与国外的在线同龄人分享语言文化知识，必须有一个框架来支持学习者构建自己的文化内知识，为跨文化学习和交流提供坚实的基础。在本文中，我们开发了一个基于查询的远程咨询模型，结合查询和在线交流的基础上的查询周期，其中包括参与，探索，解释，阐述和评价。本文构建了一个在真实的课堂环境中应用探究式远程课堂教学的案例，它不仅可以帮助学习者获得并最终分享更真实、更深入的语言文化知识，而且可以促进知情的跨文化交流。
In recent years, telecollaboration has been gaining popularity among scholars, teachers, and students engaged in foreign language education because it facilitates the use of Internet-mediated communication tools to connect language and culture learners in geographically distant locations. Telecollaboration, as currently viewed in academic and classroom settings, places greater emphasis on the development of learners' intercultural communicative competence. The problem with this approach is that this process may not consider the possibility that learners engaged in online intercultural exchanges could have limited or no knowledge about certain aspects of their own lingua-culture. We argue that, for learners to effectively share lingua-cultural knowledge with their online peers abroad, there must be a framework that supports the construction of learners' own intra-cultural knowledge to provide a solid foundation for intercultural learning and communication. In this paper, we develop an inquiry-based model of telecollaboration incorporating both inquiry and online exchange based on the inquiry cycle, which includes engagement, exploration, explanation, elaboration, and evaluation. This paper builds a case for the application of inquiry-based telecollaboration in a real classroom environment, which could not only help learners obtain and eventually share more authentic, deeper knowledge about their lingua-culture, but also promote informed intercultural exchange.
我们在“分组讨论室”。现在做什么？
影响因子：
1.9
作者：
Ismailov Murod;Laurier Joel
通讯作者：
Laurier Joel