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A Multiscalar Coordination of Languaging
Chinese Semiotic Studies ( IF 0.2 ) Pub Date : 2019-11-26 , DOI: 10.1515/css-2019-0030
Dongping Zheng 1 , Ying Hu 2 , Ivan Banov 3
Affiliation  

Abstract This study adds to a new area of research that seeks to harmonize language pedagogies in classrooms and language learning in virtual environments. Harmonious languaging uses co-actional and symmetrical structural dynamics to compare three environments in a Chinese school: a baseline traditional classroom using textbooks, the virtual space of Quest Atlantis Quest Atlantis has recently changed its name to Atlantis Remixed (http://atlantisremixed.org), and a comparable class using print-based handouts. Each has a different design and thus features, and we show that these affect languaging. We found languaging styles that were contingent upon a) the teacher (e.g. answering questions, correcting, inquiring, repeating, and writing in the form of note-taking), b) Quest Atlantis virtual material artifacts (e.g. individuating multiscalar coordination between reading and writing), and c) the teacher and the handout (e.g. answering questions, self-expressing, and reflection). These styles are important for pedagogy. In our view, the field neglects the harmonious languaging style that arises around virtual worlds. There is lack of engagement with language-as-part-of-nonlinguistic-action. From the distributed view, we show an example of how foreign language learning is facilitated in an experiential domain where verbal patterns are evaluated immediately in the coordination of reading and writing, for which avatar actions, link-clicking, and using dictionaries become other-oriented modes of ambient action.

中文翻译:

语言的多标量协调

摘要本研究增加了一个新的研究领域,该研究领域旨在协调教室中的语言教学法和虚拟环境中的语言学习。和谐语言使用协作和对称的结构动力学来比较中文学校中的三种环境:使用教科书的基本传统教室,Quest Atlantis的虚拟空间Quest Atlantis最近已更名为Atlantis Remixed(http://atlantisremixed.org ),以及使用基于打印的讲义的同类课程。每个人都有不同的设计,因此也有不同的功能,我们证明了这些都会影响语言。我们发现语言风格取决于a)老师(例如,以记笔记的方式回答问题,纠正,询问,重复和写作),b)Quest Atlantis虚拟材料工件(例如 个性化阅读和写作之间的多尺度协调,以及c)老师和讲义(例如,回答问题,自我表达和反思)。这些样式对于教学法很重要。我们认为,该领域忽略了虚拟世界中出现的和谐语言风格。语言作为非语言行为的一部分缺乏参与。从分布式视图中,我们展示了一个示例,该示例说明了如何在一个体验域中促进外语学习,在该域中,言语模式会在读写协调中立即进行评估,对于这些角色,化身动作,链接单击和使用词典的行为将变得面向其他方向。环境动作模式。这些样式对于教学法很重要。我们认为,该领域忽略了虚拟世界中出现的和谐语言风格。语言作为非语言行为的一部分缺乏参与。从分布式视图中,我们展示了一个示例,该示例说明了如何在一个体验域中促进外语学习,在该域中,言语模式会在读写协调中立即进行评估,对于这些角色,化身动作,链接单击和使用词典的行为将变得面向其他方向。环境动作模式。这些样式对于教学法很重要。我们认为,该领域忽略了虚拟世界中出现的和谐语言风格。语言作为非语言行为的一部分缺乏参与。从分布式视图中,我们展示了一个示例,该示例说明了如何在一个体验域中促进外语学习,在该域中,言语模式会在读写协调中立即进行评估,对于这些角色,化身动作,链接单击和使用词典的行为将变得面向其他方向。环境动作模式。
更新日期:2019-11-26
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