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21英语教师网 > 新闻资讯 > 国际看台 > 第四十六届IATEFL国际会议 > 正文
IATEFL 2012:主旨发言人简介及其论文摘要——Steve Thorne
作者:21ST    来源:21英语网    日期: 2012-03-09
Steve Thorne

Steve Thorne

史蒂夫·索恩

Steve is an Assistant Professor in the Department of Applied Linguisticsand affiliated faculty in Communication Arts and Sciences.He also serves as the associate director of the Centre for Language Acquisition and as a project co-director and advisor for mediated learning at the Centre for Advanced Language Proficiency Education and Research (a National Foreign Language Resource Centre) at Penn State.

Steve received his M.A. (in Hindi and Urdu) and Ph.D. (in Education in Language, Literacy, and Culture) from the University of California at Berkeley.

His research involves socio-cultural approaches to human development with a focus on second, foreign, and bilingual language development and Internet-mediated communicative activity.

Specific areas of interest include interpenetrations between historically differentiated systems of activity, the cultures-of-use of Internet communication tools, multiplayer online gaming, intercultural communication, indigenous language education, and work on language theory that draws upon cultural-historical activity theory, contextual traditions of language analysis, and usage-based approaches to language development. Increasingly he is thinking about the interface between life activity, learning, and cognitive neuroscience. In a prior incarnation (pre-Penn State), he taught Hindi and Urdu (at UC Berkeley and in Pakistan).

Over the years he’s presented talks, workshops and seminars on a variety of language-related topics including Internet communication and information technologies, intercultural communication, Vygotskian and cultural-historical activity theory, corpus linguistics, additional language learning, and indigenous language revitalization. In addition to academic pursuits, he has a few hobbies.

史蒂夫是宾夕法尼亚州立大学应用语言系和其附属传播艺术与科学学院的副教授。他还担任宾州大学语言习得中心副主任、高级语言能力教育与研究中心科技媒介学习项目的共同负责人和顾问(该中心是国家级外语资源中心)。

史蒂夫在加州大学伯克利分校获得了印地语和乌尔都语硕士学位以及语言、读写与文化教育博士学位。

他的研究领域是从社会文化角度研究人类发展,并以第二语言、外语和双语发展、以互联网为媒介的交际活动为重点。

具体的兴趣领域包括:不同历史系统下行为的互相渗透,文化应用互联网通讯工具,多人在线游戏,跨文化交际,原住民语言教育,并通过借鉴文化历史活动理论、语言分析传统和语用学从事语言学理论研究。近日来,他更多地关注将人类活动、学习与认知神经学连结起来。在他就读于费城学院(宾州大学的前身)期间,他曾在加州大学伯克利分校和巴基斯坦教授印地语和乌尔都语。

多年来,他就语言方面的主题举办过多场讲座、工作坊和研讨会,包括互联网交流与信息技术、跨文化交际、维高斯基与文化历史活动理论、语料库语言学、二语习得、原住民语言复兴等。除了学术以外,他还有许多爱好。 

Presentation topic: Awareness, appropriacy, and living language use

演讲题目:意识、得体、与生动语言的使用

There has been a great deal of research and pedagogical experimentation

relating to technology use within second and foreign language (L2) education. This presentation broadens the scope of inquiry to examine entirely out-of school L2 digital engagement in environments such as social media, fan fiction communities, and online gaming. The presentation argues first for the efficacy of a usage-based model of second language development and the benefits of explicitly addressing genre awareness and pragmatic appropriateness as core assets in the language learning process. I then present a pedagogical framework designed to increase the relevance of instructed L2 education through the structured juxtaposition of digital vernaculars with more formal ‘classroom’ genres of language use, an approach I and colleagues are calling bridging activities (e.g., Thorne & Reinhardt, 2008). In conclusion, an argument is made for the continued exploration of new media genres of language use and their selective inclusion into instructed L2 pedagogy, processes, and curricula.

有关第二外语(L2)教育技术应用方面的研究和教学实验已有很多。本文另辟蹊径,主要研究学生在课堂之外所接触到的第二语言数字媒体环境,如:社会媒体、同人社区(fan fiction community)以及网络游戏。本文首次提出基于使用的第二语言发展模型的有效性,以及将类别意识和话语得体作为语言学习核心的好处。之后,笔者提出了一个教学框架,通过将地道的数字媒体语言与“课堂”中使用的更正式的语言相结合,旨在使第二语言教育更富有成效——笔者及同事将这称为“弥合活动”(参见索恩和莱因哈特2008年合著)。在发言结尾处,笔者呼吁继续探索语言使用的新型媒体,并且有选择性地将之纳入第二语言教育、教学过程及课程设置中。

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关键词:IATEFL2012



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