外语电化教学促学的机理

Mechanism to Facilitate L2 Learning of Educational Technology

本文指出，学伴用随原则既是指导外语教学和学习的普适理念，也是外语电化教学促学的机理。此原则由语境补缺假说演变而来，强调语境伴随外语学习（即“学相伴”）的重要性，但拓宽了语境的定义。学相伴对外语使用具有双重效应：相伴正确则易用对，相伴不当则易犯错。抑制不恰当语境的影响，弘扬恰当语境的促学效应，是外语电化教学的优势所在。在外语教学过程中，采用适当的电化手段，可注入恰当的语境因子，与所学的语言结构发生关联，打造强势外语体系，消弭母语干扰，助学地道外语。

This paper contends that the notion ＂learn together, use together＂ not only serves as a guiding principle for L2 teaching and learning, hut also constitutes a mechanism underlying educational technology as a means to facilitate L2 learning. This principle originates from and elaborates on the Compensation Hypothesis. Both stress the importance of context that co-occurs with the L2 form being learned, although the principle has extended the definition of context. The effect of concomitant context during [2 learning on L2 use is two-fold. Properly contextualized learning can result in correct uses of the L2 whereas inappropriate context may lead to deviant uses. Informed use of educational technology in L2 teaching can provide indispensable contextualization for L2 learning and helps in counteracting the negative effect of context that mismatches L2 forms.