关于举行“行动研究在语言教学中的应用”专题工作坊的通知

发布者:付美发布时间:2018-10-29浏览次数:34

主讲嘉宾Jan Van Maele(比利时鲁汶大学),于群(南京大学金陵学院)

活动时间:2018118日下午1340-1515

主要内容:

行动研究是实践型教师的一种极具吸引力的研究方法,它能提高教师的研究技能和教学效果。它着眼于对有关个人教学实践(“研究”)的问题进行系统的探索,其特征在于这种探索被整合到教学活动(“行动”)中。因此,在行动研究中,教师既是研究者又是参与者。

本次工作坊由三部分组成:

介绍行动研究的基本内容、原因和方式,并按照“计划-行动-观察-反思”模式对行动研究的不同阶段进行了阐述;

以在南京大学金陵学院英语阅读课上进行的一项行动研究为例,整合和提高英语课程中跨文化意识的发展,分析在该研究过程中遇到的机会和挑战,评估该研究方法的好处和缺点,并总结一些经验教训;

与工作坊参与者共同探讨在当前和未来课程背景下在浙江万里学院开展行动研究的机会和挑战。同时,还将探讨是否在未来两年中将行动研究用于浙江万里学院正在参与的欧盟RICH-Ed项目。

活动地点1305教室

参加对象:全校教师

报名网址:https://moodle.zwu.edu.cn/course/view.php?id=7309

万里教师发展qq415122030

联 系 人:付美2020

教师发展中心

20181029

Action Research in Language Teaching

Jan Van Maele (KU Leuven, Belgium) & Yu Qun (Jinling College of Nanjing University)

Zhejiang Wanli University, November 8, 2018

  

Action research is an appealing research approach for practicing teachers since it is believed to enhance both teachers’ research skills and their teaching effectiveness. It centers on a systematic exploration of a question related to the personal teaching practice (‘Research’), and is characterized by the fact that this exploration is integrated within the teaching activities (‘Action’). Hence, in action research the teacher is both an investigator and a participant.

This workshop consists of three parts. In the first part, the what, why, and how of action research will briefly be introduced, and the different stages of action research will be explained following the model Plan – Act – Observe – Reflect. Next, the presenters will report on an action research study they conducted in an English reading class at Jinling College with the aim of integrating and improving the development of intercultural awareness in the course. This study will serve as an illustration of the methodology of action research in a concrete ELT setting in Chinese higher education. The presenters will introduce the chances and challenges they encountered in the process, assess the benefits and the drawbacks of the approach that they followed, and conclude with some lessons learned.

The final part of the workshop will be dedicated to a joint exploration with the workshop participants of the opportunities and challenges for conducting action research at Zhejiang Wanli University within the context of current and future courses. We will also consider if and how the interventions that will be made as part of the on-going Erasmus+ RICH-Ed project in the next two years could be used as a basis for action research.

  

References

Baker, W. (2015). Culture and identity through English as a Lingua Franca: Rethinking concepts and goals in intercultural communication. Berlin: De Gruyter Mouton.

Burns, A. (2010). Doing action research in English Language Teaching. A guide for practitioners. New York: Routledge.

Kemmis, S., McTaggart, K., & Nixon, R. (2013). The action research planner: Doing critical participatory action research. Singapore: Springer.

Yu, Q., & Van Maele, J. (2018). Fostering intercultural awareness in a Chinese English reading class. Chinese Journal of Applied Linguistics, 41(3), 357-375.

Yuan, R., & Burns, A. (2017). Teacher identity development through action research: a Chinese experience. Teachers and teaching. Theory and practice, 23 (6), 729-749.