本文關(guān)鍵詞：基于Instagram漢語(yǔ)教學(xué)中的視覺(jué)輔助工具的設(shè)計(jì)與應(yīng)用　出處：《華東師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

  更多相關(guān)文章： 語(yǔ)言學(xué)習(xí) 漢語(yǔ) 社交媒體 視覺(jué)教具 Instagram

【摘要】：現(xiàn)代技術(shù)與社交媒體已經(jīng)成為了生活中不可缺少的部分。利用現(xiàn)代科技和社交媒體輔助語(yǔ)言學(xué)習(xí)也很普遍。本研究的目標(biāo)是了解某一個(gè)社交媒體平臺(tái)(Instagram)上的內(nèi)容和活動(dòng)對(duì)全球漢語(yǔ)學(xué)習(xí)者的學(xué)習(xí)過(guò)程的影響。在這三年的學(xué)習(xí)與研究過(guò)程中,筆者研究了許多輔助漢語(yǔ)學(xué)習(xí)的非正式項(xiàng)目�；谏缃幻襟w(Youtube,Facebook或Instagram上)的項(xiàng)目只有幾個(gè);而且完全沒(méi)有基于Instagram平臺(tái)的項(xiàng)目。研究設(shè)計(jì)基于幾個(gè)假設(shè):社交媒體會(huì)成為支持非正式漢語(yǔ)學(xué)習(xí)過(guò)程的有效方式,因?yàn)樗兄峁┤粘Ｉ钪械膬?nèi)容;而通過(guò)提供與真實(shí)生活相關(guān)的學(xué)習(xí)內(nèi)容,可以影響到語(yǔ)言學(xué)習(xí)者的動(dòng)機(jī)和進(jìn)步�；谶@些假設(shè),制定的三個(gè)研究問(wèn)題如下:1.在基于社會(huì)媒體的語(yǔ)言學(xué)習(xí)過(guò)程當(dāng)中,哪些視覺(jué)輔助工具(visual aids)能利于漢語(yǔ)學(xué)習(xí)?2.學(xué)習(xí)者與這些視覺(jué)輔助工具的互動(dòng)如何?3.哪種視覺(jué)輔助工具和活動(dòng)會(huì)受不同學(xué)習(xí)者的歡迎,并如何迎合不同學(xué)習(xí)者的需要?應(yīng)用第二語(yǔ)言習(xí)得理論、認(rèn)知科學(xué)理論和社交媒體營(yíng)銷實(shí)踐的結(jié)合,研究中設(shè)計(jì)了 一個(gè)專門的課程項(xiàng)目。此項(xiàng)目把Instagram社交媒體平臺(tái)上的用戶作為學(xué)習(xí)者,進(jìn)行了為期9個(gè)月的在線課程活動(dòng)。課程內(nèi)容包括460個(gè)視覺(jué)輔助工具,每日更新。此課程引起了 6000多個(gè)國(guó)內(nèi)外學(xué)習(xí)者的關(guān)注。學(xué)習(xí)者互動(dòng)和視覺(jué)輔助工具的表現(xiàn)通過(guò)了兩個(gè)分析階段:定量分析階段(對(duì)賬號(hào)互動(dòng)進(jìn)行統(tǒng)計(jì)分析和內(nèi)容分析)和定性分析階段(對(duì)學(xué)習(xí)者舉辦訪談和調(diào)查)。項(xiàng)目的活動(dòng)被記錄到互動(dòng)活動(dòng)日志和思維導(dǎo)圖中�；诩�(xì)致的數(shù)據(jù)分析和討論,研究主要結(jié)果如下:1."詞匯"類的帖子在Instagram上收到了最多點(diǎn)贊;這種帖子介紹生詞與新知識(shí)點(diǎn),作為有效的輸入方式。"活動(dòng)"類的帖子收到了最多評(píng)論;這種帖子提出問(wèn)題,促進(jìn)討論,作為有效的輸出方式。2.a.學(xué)習(xí)者到內(nèi)容中的參與因?qū)W生而異�；谠u(píng)論點(diǎn)贊的頻率,可以把所以的學(xué)習(xí)者分成5種:被動(dòng)的觀察者(47%),觀察者(37%),積極學(xué)習(xí)者(13%),策略型學(xué)習(xí)者(2.6%)和教師(0.4%)。盡管教師很少,他們?cè)诜钦綄W(xué)習(xí)環(huán)境中的影響很大。b.關(guān)于與Instagram內(nèi)容的參與,大部分學(xué)習(xí)者每天會(huì)瀏覽朋友圈里面發(fā)布的內(nèi)容(70.8%),而且到不同的程度來(lái)看圖像和標(biāo)題這兩個(gè)方面(100%)。54.17%學(xué)習(xí)者會(huì)把帖子的擴(kuò)展標(biāo)題閱讀到底。c.學(xué)習(xí)者平時(shí)因?yàn)閷W(xué)到新知識(shí)、認(rèn)為知識(shí)很實(shí)用、和帖子的內(nèi)容有很多共鳴、或者欣賞圖像的審美特征等原因會(huì)選擇對(duì)某個(gè)帖子點(diǎn)贊。學(xué)習(xí)者平時(shí)因?yàn)樵敢饩毩?xí)、收到語(yǔ)言和錯(cuò)誤反饋、或者回答標(biāo)題下面提出的問(wèn)題會(huì)選擇對(duì)某個(gè)帖子留下評(píng)論。3.a.背景的圖像能幫助學(xué)習(xí)者把生詞跟漢字的意思聯(lián)在一起,把生詞與現(xiàn)實(shí)世界聯(lián)系起來(lái),更好地記住。背景圖像中,勵(lì)志型(76.2%)和現(xiàn)實(shí)型(76.1%)圖片收到了學(xué)習(xí)者最大的歡迎。b.大部分學(xué)習(xí)者(95.2%)覺(jué)得Instagram帖子中的擴(kuò)展標(biāo)題十分有用。標(biāo)題中最重要的部分包括英文解釋(87.5%)、在語(yǔ)境中的應(yīng)用(83.3%)和漢字字面上的意思(79.2%)。c.關(guān)于評(píng)論中的反饋,87%學(xué)習(xí)者認(rèn)為這種反饋很重要和有意義的部分。即使自己不發(fā)言,有的學(xué)習(xí)者會(huì)從別人留下的評(píng)論學(xué)習(xí)。最受歡迎的回答是錯(cuò)誤反饋(58.3%)。d.所有的學(xué)習(xí)者(100%)喜歡標(biāo)題和評(píng)論中的emoji表情符號(hào)的應(yīng)用,并且覺(jué)得emoji會(huì)提升視覺(jué)吸引力。e.Instagram上進(jìn)行的復(fù)習(xí)活動(dòng)沒(méi)有收到預(yù)期的效果。只有三分之一的學(xué)習(xí)者應(yīng)用思維導(dǎo)圖和標(biāo)簽的方式復(fù)習(xí)過(guò)賬號(hào)發(fā)布的內(nèi)容。54.2%沒(méi)有意識(shí)到復(fù)習(xí)活動(dòng)的目的和重要性。本文中尚未發(fā)現(xiàn)有效的復(fù)習(xí)方式。f.總的來(lái)看,訪談發(fā)現(xiàn),基于Instagram的漢語(yǔ)學(xué)習(xí)體驗(yàn)很正面。受訪者表示,呈現(xiàn)詞匯的方式有效、內(nèi)容有意義、帖子結(jié)構(gòu)利于詞匯點(diǎn)的理解、圖像的視覺(jué)吸引力強(qiáng)。此外,定期更新也利于養(yǎng)成良好的學(xué)習(xí)習(xí)慣。這種新穎的學(xué)習(xí)模式幫助他們保持激情,繼續(xù)每天學(xué)習(xí)。g.學(xué)習(xí)社區(qū)也被認(rèn)為是影響到激情的原因。學(xué)習(xí)者表示,"Chinese learners together as a community"(與學(xué)習(xí)漢語(yǔ)的社區(qū)一起學(xué)習(xí))是一種極大的激勵(lì)。h.調(diào)查發(fā)現(xiàn),大部分學(xué)習(xí)者通過(guò)Instagram的推薦來(lái)關(guān)注教育賬號(hào);所以這個(gè)平臺(tái)會(huì)按照某個(gè)賬號(hào)的發(fā)布頻率、關(guān)注者參與度等標(biāo)志來(lái)推薦教育賬號(hào)。通過(guò)相關(guān)的標(biāo)簽和關(guān)鍵詞的應(yīng)用,可以讓更多學(xué)習(xí)者找到學(xué)習(xí)內(nèi)容�；谘芯拷Y(jié)果,本文進(jìn)一步對(duì)基于社交媒體語(yǔ)言學(xué)習(xí)領(lǐng)域中的研究者和從業(yè)者提出了一些教學(xué)建議、局限性和未來(lái)的研究方向。
[Abstract]:Modern technology and social media have become an indispensable part of life. By using modern technology and social media assisted language learning is also very common. The goal of this study is to understand a social media platform (Instagram) content and the activities of the learning process of the learning effect of global Chinese language study and research in this process. In three years, the author has studied many auxiliary learning Chinese informal project. Based on social media (Youtube, Facebook or Instagram) only a few projects; and there is no Instagram platform based on the project. The research design is based on several assumptions: social media will become an effective way to support the informal learning process, because it has provide help in daily life; and by providing learning content related to real life, can affect the learners' motivation and progress based on this. Some assumptions, three research questions as follows: 1. in the development of social media based on the language learning process, which visual aids (visual aids) can help Chinese learning? How to interact with these 2. learners' visual aids? 3. what kind of visual aids and activities will be affected by the different learners welcome. Need to cater to different learners? Use the second language acquisition theory, combined with cognitive science theory and social media marketing practice and research in the design of a special curriculum project. This project to Instagram users on social media platforms as learners, for a period of 9 months of online curriculum content curriculum activities. Including 460 visual aids, updated daily. The course attracted more than 6000 domestic and foreign learners attention. Learner interaction and visual aid performance by the two stages: The amount of analysis (analysis of statistical analysis and the content of the account interaction) and qualitative analysis (held interviews and surveys on learners). The project activity was recorded to interactive activity log and mind map. Based on the detailed data analysis and discussion, the main research results are as follows: 1. "vocabulary" posts received the most praise in Instagram; this post introduced new words and new knowledge, as the input mode effectively. "Activities" post received the most comments; this post questions, promote discussion, as the output of effective.2.a. learners to participate in content for students like comments vary. Based on the frequency, so the learners can divided into 5 types: passive observer, the observer (47%) (37%), (13%), the active learner strategy type learner (2.6%) and teachers (0.4%). Although teachers rarely, they in the informal learning environment The influence on.B. and Instagram content in the majority of the students every day to browse inside the circle of friends published content (70.8%), and to the different degree of image and the title of the two aspects (100%).54.17% learners will post the extended end Title Reading.C. learners usually because learn new knowledge that knowledge is very practical, and the content of the post has a lot of sympathy, or appreciation of the aesthetic characteristics of the image and other reasons will choose to post a point of praise. Because learners willing to practice, from language and error feedback, or answer the questions below the title will choose to leave a comment on the background image.3.a. a post can help learning the new words with the meaning of Chinese characters together, the words and the real world together, better remember. In the background, inspirational and practical type (76.2%) (76.1%) received pictures The largest.B. learners welcome the majority of the students (95.2%) think extended Title Instagram post is very useful. The most important part of the title include English interpretation (87.5%), in the context of the application (83.3%) and Chinese characters literally (79.2%).C. feedback on the comment, 87% learners think this feedback is very important and meaningful part. Even if he does not speak, some learners will learn from the comments left by others. The most popular answer is wrong feedback (58.3%).D. (100%) of all learners love using Emoji emoticons and comments in the title, and that Emoji will enhance the visual the attraction of.E.Instagram review activities have not received the expected results. Only 1/3 of the learners mind map and label way over account published content of.54.2% did not realize the purpose of studying activities This paper has not yet been found. And the importance of effective review.F. overall, interview, Instagram Chinese learning experience is very positive. Based on the respondents said that the way of presenting vocabulary effectively, meaningful content, post structure conducive to the understanding of vocabulary, the visual appeal of the image. In addition, regularly updated to form good learning habits this novel learning mode. They help keep the passion, to learn every day.G. learning community is also considered to affect passion reasons. Learners said, "Chinese learners together as a community" (learning together with Chinese learning community) is found a great incentive.H. survey, most of the learners by Instagram recommended to pay attention to education account; so this platform will be in accordance with the account of a release frequency, on account of education participation recommended by signs. The application of tags and keywords can enable more learners to find learning contents. Based on the research results, this paper further puts forward some teaching suggestions, limitations and future research directions for researchers and practitioners in the field of social media language learning.

【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G434;H195

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