非正式学习环境下移动语言学习研究--新加坡学生校外成语学习及创作活动历程探析

Mobile-Assisted Language Learning in Informal Learning Environment——Analysis of Students' After-School Idiom Learning and Creation Activities in Singapore

学习者的整个生活圈子,包括学校以外的非正式学习环境,处处都提供潜在的学习机遇。"成语,动起来!"项目以新加坡小学五年级学生为实验对象,应用移动技术为学生建构一人一机(手机)、正式学习和非正式学习无缝连接的华语文学习环境,协助学生建立起时时学、处处学的习性和技能。在正式学习的范畴中,教师上成语、连接词课,以情境学习、合作学习的形式进行学习活动。在非正式学习的范畴中,学生积极观察日常生活中的人、事、物,从所经历的情境中联想到所学成语,用手机拍照、造句,张贴上网,供同学互相修改、比较、讨论句子。项目通过对两名学习方式各异的学生进行校外创作活动的认知历程分析发现,丰富的生活情境、家长和移动技术的支持对非正式学习环境中学生的语言学习起着重要的作用。

The entire living environment of a learner, including the out-of-school, informal learning space, may offer potential learning opportunities for him/her. Taking the fifth grade students in a Singapore primary school as subjects, the ＂Move, Idioms!＂ project aims to use mobile technology to construct a 1：1 （one smart phone for per student） learning environment that seamlessly bridges their formal and informal learning. It is intended to assist the students in nurturing the habits of and necessary skills for ＂learning anytime at anyplace＂. In the formal learning space, the teacher conducted classes on idioms and conjunctions, and facilitated situated learning and collaborative learning activities within the school compound. In the informal learning space, students proactively observe their daily encounters, associate those with the idioms and conjunctions that they have learned, take photos and compose sentences, and post them onto the web for peer review and peer corrections. In this paper, we focus on two case studies by analyzing two students＂ out-of-school creative activities and cognitive processes. It is revealed in the studies that the rich contexts in the daily life, the parental support and the roles of the mobile technology are three crucial factors in advancing students＂ language learning in informal learning environments.