内容语言整合教学背景下提高自主学习的网络资源使用--高级中文课个案研究.pdf
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1、Using Online Resources to Foster Autonomous Learning in a CLIL Context:A Case Study of an Advanced Chinese ClassXiao Zeng Mount Holyoke CollegeAbstractThe role of online resources has become increasingly significant in content and language integrated Chinese courses in terms of material preparation
2、and autonomous learning ask design.The study examines a case of integrating online visual resources into an advanced Chinese newspaper and journalism class and discusses how online resources can be utilized to foster student autonomy and promote self-regulated learning.Specifically,the study demonst
3、rates the key features of a video platform(Pear Video)and editing tool(Interphoto),and shows how the task arrangement takes advantage of he resources in enhancing students language and content skills.The analysis of the earning outcomes and students feedback proved the efficacy of the video platform
4、 and such curriculum design.Keywords:CLIL,autonomous learning,authentic online resources,advanced Chinese learning,video projectCFL(Chinese as a Foreign Language)learning mediated by various technological esources(e.g.,LMS,mobile devices,multimedia materials,and various online services)has become an
5、 integral part of CFL education beyond the classroom.With the global pandemic forcing more students to study from home,the proportion of time spent on self-directed technology-assisted learning significantly increases.However,the utilization of digital tools demands a higher level of independence an
6、d interdependence(Barnard et al.,2009;Little&Thorne,2017).How can we prepare students for such learning through the use of rich online esources?The understanding of certain resources and the creative way of incorporating them into he curriculum may be the answer.The video is one of the most common r
7、esources in use,especially in a content and language integrated Chinese class where authentic materials are indispensable.Long influenced by teacher-centered,textbook-driven pedagogy,CFL educators face the challenge of finding suitable videos and using them efficiently to enhance students earning ex
8、perience,not to mention the difficulties of helping students use the visual materials hemselves to acquire the language.The study attempts to address this issue by analyzing the case of an advanced Chinese class at the tertiary level and proposes the potential of integrating videos to foster student
9、 autonomy development in a CLIL context.Literature ReviewTechnology-enhanced Autonomous LearningLearner autonomy in foreign language learning refers to the readiness and ability to shift flexibly between independent and group tasks to manage ones own language learning(Dam,37Zeng:Using Online Resourc
10、es to Foster Autonomous Learning in a CLIL ContextPublished by EngagedScholarshipCSU,20222013;Holec,1981;Benson,2016).The exercise of autonomy plays a vital role in Chinese second language learning for tertiary students,sometimes being the deciding factor of their academic success.Many scholars and
11、educators begin to realize the limitation of classroom instruction and the potential of promoting language learning autonomy among CFL learners within and beyond the classroom(Ding,2011;Jin,2001;Lai,2019;Wang,2016).Among these works,Lais study on learners beliefs and autonomous language learning poi
12、nted out the significance of technological resources to foreign language students self-directed learning experience.According to her,technology has a“two-way cyclical interaction”with learning beliefs in the development of autonomous language learning.The LMS(Learning Management System,e.g.,Moodle a
13、nd Google Classroom),mobile applications,authentic audio or audiovisual materials,and various online services such as streaming websites are all common resources students resort to when they need to consolidate their existing knowledge or acquire new vocabulary and grammar on their own.Therefore,man
14、y studies have been dedicated to technology-enhanced autonomous language learning.They mainly examine how the technological environment interacts with the fostering of language learner autonomy in a teacher-initiated context,including the reinforcement of learners identities(Little&Thorne,2017;Pelle
15、rin,2017),the redefinition of learner autonomy in a social or political context(Lewis,2014;Little&Thorne,2017),the challenges posed by selfregulation in the virtual environment(Suvorov&Cabello,2017)and emergence of ideas in pedagogical design(Hafner&Miller,2011).Currently,technology-assisted autonom
16、ous Chinese learning is majorly driven by interests,lacking support from teachers.It is not surprising that very limited research has been done to explore the interweaving relationships between CFL learners and technology in their autonomous learning process.Jin(2001)is among the first group of rese
17、archers to discuss the role of autonomy in CFL teaching at a theoretical level.He agrees the major indicator of successful CFL teaching is that students understand how to learn independently.His statement is later echoed by Dings(2011)investigation into teachers roles in the development of CFL stude
18、nts autonomous learning ability and Wangs(2016)detailed descriptions of eight students learning profiles regarding their autonomous Chinese language learning.Pedagogical innovations have also been done to help students self-regulate their own Chinese learning using technological resources.For exampl
19、e,Wang(2008)encouraged students to monitor their own learning progress by writing digital learning journals and received promising results;Valdebenito and Chen(2019)suggested a holistic curriculum design incorporating various technology to enhance autonomous learning ability.These studies restate th
20、e importance of learner-centered instruction and advocate a focus transition to the individual initiative in CFL education.Content and Language Integrated Learning(CLIL)Based on conceptual foundations established by research on language immersion and pedagogical practice commonly seen in bilingual e
21、ducation,the term“Content and Language Integrated Learning”(CLIL)was first coined in 1994 by David Marsh.He believes CLIL“can be considered a pedagogy focusing on meaning which contrasts to those focus on form”(Marsh,2002,p.49).A similar term“Content-based Instruction”(CBI)more commonly used in Nort
22、h America also refers to the same idea that academic knowledge is taught through a foreign language.According to Cenozs(2015)study,these two terms are not different in their 38Chinese Language Teaching Methodology and Technology,Vol.5,Iss.2 2022,Art.4https:/engagedscholarship.csuohio.edu/cltmt/vol5/
23、iss2/4fundamental natures and only differ from each other in different contexts.However,CLIL is a more appropriate term for the language program this study involves as the course design is not entirely content-oriented and places slightly more emphasis on language and content learning at the same ti
24、me.After the mid-90s,CLIL theoretical studies and practices saw a focus transition from linguistic arguments,policy debates,and program descriptions to pedagogical concerns(Stryker&Leaver,1997).Despite the indisputable benefits brought by CLIL,issues like syntactic inaccuracies and a lack of explici
25、t language objectives appear(Dupuy,2000).To deal with the complexities of content and language integrated curricula,empirical studies were widely conducted to explore all aspects of CLIL in different languages(e.g.,Stryker&Leaver,1997;Short,2002).In 2005,the same year when the Eurydice report on CLI
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