以語言學習的生態學習理論建構「內容語言整合學習」的理論基礎

The Ecological Perspective on Language Learning as a Theoretical Basis of Content and Language Integrated Learning (CLIL)

10.29748/TJCSL.201906_(18).0002

陳振宇(Jenn-Yeu Chen)

第二語言習得 ； 內容導向教學 ； 內容語言整合學習 ； 認知科學 ； 生態學 ； second language acquisition ； Content-Based Instruction ； Content and Language Integrated Learning ； cognitive science ； Ecology

臺灣華語教學研究

18期（2019 / 06 / 01）

5 - 17

繁體中文

近代語言學習的觀點認為語言是人類用來與環境中的人事物建立關係的社會認知工具，學習語言是在學習使用這種工具建構人與世界的關係，並從其中獲得生活與生命的意義。這種生態意義建構的觀點與近年來在二語教學界逐漸蔚為風潮的「內容導向教學」及「內容語言整合學習」的教學實踐不謀而合，更可以做為後者的理論基礎與指導準則。本文闡述van Lier（2004）提出的語言學習的十大生態特點，並據此提出「語言即生活、社會即教室」的主張，做為「內容導向教學」及「內容語言整合學習」實踐過程中，教師自我檢核的參考。本文也指出，生態觀的語言學習理論為語言的學習提供所需的動力機轉，有別於偏重機械面的傳統語言學習觀點。根據這樣的觀點，本文建議語言教育學者及語言教師未來可更著力於研究如何從社會心理層面解決學生「為何學」的困惑，而非僅止於探討「如何學」的問題。

The field of language learning has witnessed a shift in the view about how language is to be learned or taught. In this view, language is a cognitive and social tool human users utilize for establishing proper relationships with the environment. Learning a language is learning to use the tool to build up such a relation and acquire the meaning of living and life. This ecological perspective on language and language learning is not only consonant with the pedagogical spirits of Content-Based Instruction (North America) and Content and Language Integrated Learning (Europe and Australia), which have gained increasing popularity in recent years, but can usefully serve as the theoretical basis of the latter. In this article, we explicate the ten ecological features of language learning proposed by van Lier (2004). We summarize them into a simple principle, namely 'Language is living, society is classroom,' and suggest that it can be used as a criterion-check for ensuring the pedagogical spirits claimed to be in the CBI or CLIL practices. We also point out that the ecological perspective on language and language learning explains the power needed for driving a language learning machine. It is distinct from the traditional cognitive perspective, which emphasizes the mechanics of the machine. The ecological perspective calls for more attention given to helping students to explore and acquire the meaning of language and language learning, i.e., to turn on their language learning machine.

1. 王贊育,陳振宇(2015)。統計學習機制在語言習得中的角色及其對第二語教學的可能啟發。華語文教學研究，12(4)，11-44。
   連結：
2. 陳振宇(2015)。特刊引言：多元取向的華語文教學。華語文教學研究，12(4)，1-10。
   連結：
3. (2012).The Encyclopedia of Applied Linguistics.
4. Atkinson, Dwight (ed.)(2011).Alternative Approaches to Second Language Acquisition.New York:Routledge.
5. Bakhtin‚ Mikhail M.,Emerson, Caryl(trans.),Holquist, Michael(trans. ed.)(1981).The Dialogic Imagination: Four Essays.Austin, TX:University of Texas Press.
6. Barclay, J. Richard,Bransford, John D.,Franks, Jeffrey J.,McCarrell, Nancy S.,Nitsch, Kathy(1974).Comprehension and semantic flexibility.Journal of Verbal Learning & Verbal Behavior,13(4),471-481.
7. Barlow, Michael(ed),Kemmer, Suzanne(ed)(2000).Usage-Based Models of Language.Stanford, CA:CSLI Publications, Center for the Study of Language and Information.
8. Barsalou, Lawrence W.(2010).Grounded cognition: Past, present, and future.Topic in Cognitive Science,2(4),716-724.
9. Bavin, Edith L.(ed.)(2009).The Cambridge Handbook of Child Language.Cambridge, UK:Cambridge University Press.
10. Block, David(2003).The Social Turn in Second Language Acquisition.Edinburg, UK:Edinburg University Press.
11. Brinton, Donna M.,Snow, Marguerite Ann,Wesche, Marjorie Bingham(1989).Content-Based Second Language Instruction.New York:Newbury House.
12. Bruner, Jerome S.(1960).The Process of Education.Cambridge, MA:Harvard University Press.
13. Bruner, Jerome S.(1996).The Culture of Education.Cambridge, MA:Harvard University Press.
14. Cadierno, Teresa(ed.),Eskildsen, Søren Wind(ed.)(2015).Usage-Based Perspectives on Second Language Learning.Berlin:De Gruyter Mouton.
15. Cenoz, Jasone(2015).Content based instruction and content and language integrated learning: the same or different?.Language, Culture and Curriculum,28(1),8-24.
16. Cohen, Alexandra O.,Dellarco, Danielle V.,Breiner, Kaitlyn,Helion, Chelsea(2016).The impact of emotional states on cognitive control circuitry and function.Journal of Cognitive Neuroscience,28(3),446-459.
17. Commission of the European Communities(2003).Promoting Language Learning and Linguistic Diversity: An Action Plan 2004 – 2006.Brussels, Belgium:Commission of the European Communities.
18. Coyle, Do,Hood, Philip,Marsh, David(2010).CLIL: Content and Language Integrated Learning.Cambridge, UK:Cambridge University Press.
19. Cummins, James(1979).Linguistic interdependence and the educational development of bilingual children.Review of Educational Research,49(2),222-251.
20. De Bot, Kees,Lowie, Wonder,Verspoor, Marjolijn(2007).A Dynamic Systems Theory approach to second language acquisition.Bilingualism: Language and Cognition,10(1),7-21.
21. Dewey, John. 1900. The School and Society. Chicago, IL: University of Chicago
22. Dewey, John. 1916. Democracy and Education: An Introduction to the Philosophy of Education. New York: Macmillan
23. Dolcos, Florin,Wang, Lihong,Mather, Mara(2014).Current research and emerging directions in emotion-cognition interactions.Frontiers in Integrative Neuroscience,8,83.
24. Firth, Alan,Wagner, Johannes(1997).On discourse, communication, and (some) fundamental concepts in SLA research.The Modern Language Journal,81(3),285-300.
25. Genesee, Fred(1985).Second language learning through immersion: A review of U.S. programs.Review of Educational Research,55(4),541-561.
26. Hopper, Paul.(2002).Emergent grammar: Gathering together the fragments.Pennsylvania State University Summer Institute of Applied Linguistics
27. Larsen-Freeman, Diane(1997).Chaos/complexity science and second language acquisition.Applied Linguistics,18(2),141-165.
28. Marsh, David(2012).Content and Language Integrated Learning (CLIL): A Development Trajectory.Cordoba, Spain:Servicio de Publicaciones de la Universidad de Córdoba.
29. Mitchell, Rosamond,Myles, Florence,Marsden, Emma(2013).Second Language Learning Theories.London:Routledge.
30. Mohan, Bernard A.(1986).Language and Content.Reading, MA:Addison-Wesley.
31. Mohan, Bernard A.,van Naerssen, Margaret(1997).Understanding cause-effect: Learning through language.English Teaching Forum,35(4)
32. Pessoa, Luiz(2008).On the relationship between emotion and cognition.Nature Reviews Neuroscience,9,148-158.
33. Rebuschat, Patrick(ed.),Williams, John N.(ed.)(2012).Statistical Learning and Language Acquisition.Berlin:De Gruyter Mouton.
34. Rieber, Robert W.(ed.),Carton, Aaron S.(ed.)(1987).The Collected Works of L. S. Vygotsky.New York:The Plenum Press.
35. Snow, Marguerite Ann(ed.),Brinton, Donna M.(ed.)(2017).The Content-Based Classroom: New Perspectives on Integrating Language and Content.Ann Arbor, MI:The University of Michigan Press.
36. Stryker, Stephen B.(ed.),Leaver, Betty Lou(ed.)(1997).Content-Based Instruction in Foreign Language Education: Models and Methods.Washington, DC:Georgetown University Press.
37. Tomasello, Michael(2005).Constructing a Language: A Usage-Based Theory of Language Acquisition.Cambridge, MA:Harvard University Press.
38. van Lier, Leo(2004).The Ecology and Semiotics of Language Learning: A Sociocultural Perspective.Dordrecht, the Netherlands:Springer.
39. Wolff, Dieter(2003).Integrating language and content in the language classroom: Are transfer of knowledge and of language ensured?.ASp,41-42,35-46.
40. 王士元(2006)。語言是一個複雜適應系統。清華大學學報（哲學社會科學版），21(6)，5-13。

1. 陳振宇(2020)。中華民國華語文政策芻議。教育科學研究期刊，65(1)，27-46。
2. 伊藤佳代(2023)。培養地方感為目標的CLIL通識課程之教學實踐：以「地方貢獻：以旅遊報導對日本宣傳旗山」為例。台灣日語教育學報，40，31-60。
3. 張秀潔,高震峰,何有田(2021)。語言學習與認知能力的機動整合：臺北市雙語視覺藝術教材的規劃與設計。教育研究與實踐學刊，68(2)，75-89。