生态视域下英语学习给养研究

Affordances in English Language Learning from an Ecological View

给养已经成为生态语言教学领域的一个新兴研究热点。本文以给养相关理论和研究为基础,对我国一所非重点高校的四名英语专业学生的考研经历进行了实证研究,分析了她们感知、解读和采取行动的积极与消极给养,讨论了给养与身份认同、学习者自主性的紧密联系,旨在从生态学角度理解学习者与环境的整体统一关系和学习者的动态发展过程,进而指导语言教学和研究。

Affordance has become a buzzword in ecological language teaching. Based on theories and studies on affordances, this paper conducted a research on four English majors in a non-key university in China. It analyzed the positive and negative affordances they perceived, interpreted, and took actions on and further discussed the interrelationship of affordance, learner identity and autonomy. It makes an attempt to understand the integrated relationship between learners and environment and learners’dynamic developmental processes from the ecological point of view so that it may provide guidance for language teaching and research.