活动理论视角下的数字技术与语言学习关系论 英文版PDF电子书下载

Acknowledgements 1

Abstract 2

List of Tables 4

List of Figures 6

Chapter 1 Introduction 7

1.1 Introduction 7

1.2 Research Foci 8

1.3 Research Approach 10

1.4 Significance 11

Chapter 2 Language Learning and Digital Technology 13

2.1 Second Language Acquisition—a General Picture 13

2.2 Language Learning Involving Digital Technology 19

2.2.1 Recent Developments in Studies of Language Learning Involving Digital Technology 20

2.2.2 The Relationship Between Digital Technology and Language Learning 27

2.3 Out-of-class Use of Digital Technology by Learners 33

2.3.1 Understanding Learner,Digital Technology,and Context 34

2.3.2 Using Digital Technology in Out-of-class Situations 36

2.4 Summary 45

Chapter 3 An Activity Theory View 48

3.1 Research Objectives 48

3.2 The Theoretical Framework 49

3.2.1 Activity Theory—a Brief Introduction 52

3.2.2 Why Activity Theory? 59

3.2.3 Operationalising Activity Theory 61

3.3 A Multiple-case Study Approach 65

3.4 Activity Theory-guided Research Design 71

3.5 Activity Theory-guided Data Analysis 75

3.5.1 Data Analysis Framework 75

3.5.2 Data Presentation 79

3.6 Summary 80

Chapter 4 The Story of Rong 82

4.1 Rong as the Computer User 83

4.2 Rong as the Language Learner 89

4.3 Digital Technology in English-Related Practices 94

4.3.1 "I'm using the computer to study English and prepare for English tests." 94

4.3.2 "I'm not studying but using English on the computer." 104

4.3.3 "I'm learning English in the computer activities." 107

4.4 Conclusion—the Computer Mainly as a'Tape Recorder' 110

Chapter 5 The Story of Tang 114

5.1 Tang as the Computer User 115

5.2 Tang as the Language Learner 118

5.3 Digital Technology in English-Related Practices 124

5.3.1 "I'm using the computer to prepare for English tests." 124

5.3.2 "I'm not studying but using English on the Computer." 126

5.4 Conclusion—the Computer:a Dual Life in Relation to English 136

Chapter 6 Discussion 140

6.1 The Cultures-of-use of Digital Technology in Relation to Learning English 140

6.2 Digitally Mediated Language Learning 144

6.2.1 A Model of Digitally-mediated-language-learning 144

6.2.2 The Relation Between Digital Technology and Language Learning from the Learner's Perspective 150

6.3 Conclusion 156

Chapter 7 Conclusion 157

7.1 Summary of Findings 158

7.1.1 Learners'Out-of-class Use of Digital Technology in Relation to Language Learning 158

7.1.2 The Driving Forces of the Use of Digital Technology in Relation to English Learning 160

7.1.3 The Relation Between Digital Technology and Language Learning from the Learner's Perspective 162

7.2 Contributions of the Study 163

7.3 Implications on Educational Practices 165

7.4 Concluding Remarks 169

Bibliography 170