国立政治大学副教授招静琪.pptVIP

Qualitative Inquiry Digital EFL Learning A Theory-Driven QI in Response to Recent Paradigm Shifts in TESOL and on the Internet Chin-chi Chao Associate Professor National Chengchi University 國立政治大學副教授招靜琪 Agenda Paradigm shift in TESOL: more open to QI Paradigm shift on the Internet: Web 2.0 The case of a theory-driven QI The contributions of QI 1. Recent Paradigm Shift in TESOL Recent Debate ? Paradigm Shift Applied Linguistics (Special issue, 1993), Modern Language Journal (1994), TESOL Quarterly (1997), Paradigm Shift: Understanding and Implementing Change in Second Language Education (Jacobs Farrell, 2001). The Social Turn in Second Language Acquisition (Block, 2003), Cognitive and sociocultural perspectives: Two Parallel SLA Worlds? (Zuengler Miller, 2006) Key components of the PS  Jacobs, G. M., Farrell, T. S., (2001). Focusing greater attention on the role of learners rather than the external stimuli learners are receiving from their environment. Thus, the center of attention shifted from the teacher to the student. This shift is generally known as the move from teacher-centered instruction to learner-centered or learning-centered instruction. Focusing greater attention on the learning process rather than on the products that learners produce. This shift is known as a move from product-oriented instruction to process-oriented instruction. Focusing greater attention on the social nature of learning rather than on students as separate, decontextualized individuals. Focusing greater attention on diversity among learners and viewing these differences not as impediments to learning but as resources to be recognized, catered to and appreciated. This shift is known as the study of individual differences. Focusing greater attention on the views of those internal to the classroom rather than solely valuing the views of those who come from outside to study classrooms, evaluate what goes on there and engage in theorizing about it. This shift led to such i