Sarah Mercer and Zoltan Dornyei: ENGAGING LANGUAGE LEARNERS IN CONTEMPORARY CLASSROOMS
Sarah Mercer and Zoltan Dornyei: ENGAGING LANGUAGE LEARNERS IN CONTEMPORARY CLASSROOMS
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Sarah Mercer 和 Zoltan Dornyei：让语言学习者融入当代课堂
DOI：
10.1093/applin/amab029
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发表时间：
2021
影响因子：
3.6
通讯作者：
Ouchi Rune
中科院分区：
文献类型：
--
作者：
Aoyama Takumi;Ouchi Rune
Sarah美世和Zoltán Dornyei的《当代课堂中的语言学习者》一书弥合了心理学理论与其在语言教学中的应用之间的差距，对第二语言学习者参与学习机会的问题提供了丰富的见解。在第二语言教育领域，学习者的动机一直是教师和研究者关注的一个重要课题。然而，关注学习者积极参与学习的参与概念没有得到足够的重视。无可否认，提高学生的学习动机是重要的;然而，让学生参与具体的教学活动对直接的教学环境具有更大的意义，因为当代课堂被一些可能抵消学习者动机的干扰所包围。在这本书之前，Sarah美世和Zoltán Dornyei已经出版了关于语言教师的动机和语言学习心理的书籍（Dornyei 2001; Dornyei and Murphey 2003;威廉姆斯等人，2015），本书中包含的主题与这些以前出版的书籍中的主题是相互联系的。本书由六章组成，重点介绍了第二语言课堂中学习者参与的不同方面。每一章（除第一章外）都由四个部分组成：理论基础、原则、教师行动和总结，这种结构反映了作者弥合理论与实践之间差距的目标。通过对理论方面的广泛回顾，结合对教师的简明书面影响，这本书对加强当代课堂实践和教师教育计划做出了宝贵的贡献。在介绍了这本书背后的基本原理之后，第一章以约翰·多恩的一句名言开始，“没有人是一座孤岛。”在这一章中，美世和多涅伊强调了情境在促进学习者参与方面的作用，他们得出结论“没有学生是一座孤岛”。有时，由于教师无法控制的环境的影响，教师使学生参与的努力失败了。然而，美世和Dornyei认为，通过理解学习者和教师所处的环境，教师可以为学习者创造一个引人入胜的环境。本章为读者提供了一个机会，提高对学校内外与每个学习者的参与密切相关的关键背景因素的认识：个人语言的社会文化地位，课堂外可能的学习机会，家庭
Bridging the gap between psychological theories and their applications to language teaching, Engaging Language Learners in Contemporary Classrooms by Sarah Mercer and Zoltán Dornyei offers rich insights into issues regarding second language learners’ engagement with learning opportunities. In the field of second language education, learners’ motivation has been a major topic of interest among teachers and researchers for more than 60 years. However, insufficient attention has been paid to the notion of engagement which concerns learners’ active involvement with learning. There is no denying that increasing students’ motivation is important for learning; however, engaging students in specific pedagogical activities has a greater significance for immediate teaching contexts because contemporary classrooms are surrounded with several distractions which might cancel out learners’ motivation. Prior to this book, Sarah Mercer and Zoltán Dornyei have published books on motivation and the psychology of language learning for language teachers (Dornyei 2001; Dornyei and Murphey 2003; Williams et al. 2015), and the topics included in this book are interlinked with the topics in these previously published books. This book consists of six chapters that focus on different aspects of learner engagement in second language classrooms. Each chapter (except Chapter 1) is structured with four components: rationale, principles, teacher actions, and summary, and this structure reflects the authors’ goal of bridging the gap between theory and practice. Through an extensive review of theoretical aspects combined with concisely written implications for teachers, this book makes an invaluable contribution to the enhancement of practices in contemporary classrooms as well as teacher education programmes. Following an introduction of the rationale behind the book, the first chapter opens with a famous quote from John Donne,‘No man is an island.’In this chapter, Mercer and Dornyei highlight the role of contexts in promoting learner engagement, and they conclude ‘No student is an island.’Sometimes, there are situations wherein teachers’ efforts to engage their learners fail due to the effects of contexts that are beyond the teachers’ control. However, Mercer and Dornyei believe that by understanding the contexts in which both learners and teachers are embedded, teachers can create an engaging environment for learners. This chapter provides readers with the opportunity to raise awareness regarding key contextual factors inside and outside schools that are closely related to each learner’s engagement: socio-cultural status of individual languages, possible learning opportunities outside of the classroom, family