该论文以见习观察量表的数据和结果为研究样本,以某学校初二年级的两个班的学生为研究对象,通过课堂观察、记录和数据分析等研究方法探讨不同的语言学习环境对学生注意力保持和集中的影响进行具体研究分析。结果表明不同的语言学习环境对学生的注意力有较大影响,并就此提出在语言学习环境较差的情况下,如何在初中英语课堂教学中有效调控学生注意力的对策建议。This paper takes the data and results of the Probation Observation Scale as the research sample and takes two classes of students in grade two of a school as the research objects. Through the research methods of classroom observation, recording and data analysis, this paper discusses the impact of different language learning environments on students’ attention retention. The results show that different language learning environments have a great impact on students’ attention, and this paper puts forward some suggestions on how to effectively control students’ attention in junior middle school English teaching under the condition of poor language learning environments.
Preceding works tend to explicate affordance through supposing what is happening here and now.They seldom relate it to actual social,diachronic activities,such as foreign language learning.To tackle this issue,this study explores how students actualize affordances in technology-enriched language learning environment(TELLE)by examining their perezhivanija(lived and emotional experience),a term borrowed from sociocultural theory.Because an individual’s social life is a developing process or a perezhivanie2,it is necessary to base the research in a dynamic development of language learning to figure out how the affordances are actualized.Narrative interviews were adopted to collect data from three Chinese college students who learn English as a foreign language in a Northeastern university in China.The results showed that due to the students’different past perezhivanija in English learning,their present interpretations of the perceived affordances in TELLE varied.This influenced hugely in their actions taken during their English learning in college to actualize the affordances.The findings indicated that the actualization of affordances is historical,dynamic and developmental instead of static.It does not lie in the autonomy of the students or the teachers,but in the institutional and cultural legitimacy of technology use in student’s social life.The paper contributes to the application of affordance theory in foreign language learning and provides implications to language teaching practice in TELLE.
