英語情境學習
理論與應用
English Situated Learning
Theory and Application
黃 大 夫
南台科大 語言中心主任
dfjhuang@mail.stut.edu.tw
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OUTLINE
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Introduction
Theories of situated learning/teaching
Characteristics of authentic activities
Instructional design for SL activities
Application and practice of SL
Conclusion
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INTRODUCTION (1/4)
社會建構理論架構 (Oliver, 1999)
INTRODUCTION (2/4)
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The problems/phenomena situated learning
attempts to address (Brown, Collins and Dugid,
1989):
There is a mismatch between the learning
situation in school and the real world
situations
There is a failure of knowledge to transfer
Training by abstraction is of little use
Learning is inherently a social phenomena
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INTRODUCTION (3/4)
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Situated learning : as a model of learning in
a community of practice (實務社群) projected
by J. Lave and E. Wenger
SL allows individuals to learn by socialization,
visualization, and imitation
Learning begins with people trying to solve
problems
Skills are acquired through authentic contexts
and by communicating with peers and experts
about those contexts
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INTRODUCTION (4/4)
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Knowledge is located in the actions of persons
and groups
Knowledge evolves as individuals participate
in and negotiate their way through new
situations
Knowing, learning and cognition are social
constructions, expressed in actions of people
interacting within communities
Construction of meaning is tied to specific
contexts and purposes
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THEORIES OF SITUATED LEARNING/TEACHING (1/7)
Cognition （情境認知）
 Cognitive Apprenticeships
(認知學徒；養成訓練)
 Legitimate peripheral participation
(周邊參與)
 Situated
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Learning is naturally tied to authentic
activity, context, and culture
Cognitive apprenticeship provides practical
steps for applying situated cognition.
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THEORIES OF SITUATED LEARNING/TEACHING (2/7)
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Situated Cognition (Brown, Collins, & Duguid, 1989)
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Learning is an enculturation process
Learning is a continuous, lifelong process from
acting in situations
Knowledge, as a product of a meaning-making
process, cannot be separated from the context of its
use.
學習是透過個體在參與活動中的社會互動與協作
學習來融入並適應群體的文化（enculturation；
涵化），而知識是在學與用的真實活動
（authentic activity）情境中認知的，並非獨
立於情境外獨立形成的抽象概念
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THEORIES OF SITUATED LEARNING/TEACHING (3/7)
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Cognitive apprenticeship (Brown, Collins, &
Duguid, 1989) : four strategies to engage
students to participate in a community of
practice
By beginning with a task embedded in a
familiar activity it shows the students the
legitimacy of their implicit knowledge and its
availability as scaffolding in apparently
unfamiliar tasks
By pointing to different decompositions it
stresses that heuristics are not absolute but
assessed with respect to a particular task
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THEORIES OF SITUATED LEARNING/TEACHING (4/7)
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Cognitive apprenticeship:
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By allowing students to generate their own
solution paths, it helps make them conscious
creative members of the culture of problemsolving mathematicians.
By enculturating students through this
activity, it helps them acquire some of the
culture‘s tools--a shared vocabulary and the
means to discuss, reflect upon, evaluate and
validate community procedures in a
collaborative process.
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THEORIES OF SITUATED LEARNING/TEACHING (5/7)
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認知學徒制為「做中學」學習模式最早形式
認知學徒制從四面向提出教學策略，構建有
效教學環境：
呈現內容方式：1.概念、事實或程序 2.提供解決
問題的經驗策略 3.控制/復原策略 4.學習策略
刺激認知教學：1.模仿 2.輔導 3.鷹架的提供或重
組 4.給予獲新知機會 5.反思 6.鼓勵探究能力
教學內容排序方式：1.增加內容複雜程度 2.增加
內容的多樣性 3.分解技能前呈現整體的技能
學習社會化教學：1.情境學習 2.模擬 3.專家實踐
的文化群體 4.內在動機 5.利用合作
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THEORIES OF SITUATED LEARNING/TEACHING (6/7)
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Legitimate peripheral participation
(Lave, 1988, Lave & Wenger, 1991):
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Process of how a learner engages in the
activity of a sociocultural practice and
becomes increasingly competent in this
practice.
Participation provides students to define
ways of belonging to a community of
practice.
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THEORIES OF SITUATED LEARNING/TEACHING (7/7)
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Legitimate peripheral participation
(Lave, 1988, Lave & Wenger, 1991):
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Legitimate refers to social organization of and
control over resources of the practice
Peripheral is used to distinguish between new
comers and old timers
學徒透過實際工作實踐並學習師傅的教導，依循
「合法周邊參與」到「充分參與」的社會化演進
歷程（從外行人到成為圈內人），透過社會實踐
的參與學習，提升個體參與實務活動的能力
工作、生活、學習就在同一個情境裡，是個人、
行為、環境緊密結合為一的現實事務，稱之為
「實務社群」（Community of Practice；CoP）
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CHARACTERISTICS OF AUTHENTIC ACTIVITIES
(REEVES ET AL, 2002)
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INSTRUCTIONAL DESIGN FOR SL ACTIVITIES (1/6)
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Provide authentic context that reflect the
way the knowledge will be used in real-life
Provide multiple, authentic and motivating
activities
Provide access to expert performances and
the modeling of processes
Provide multiple roles and perspectives
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INSTRUCTIONAL DESIGN FOR SL ACTIVITIES (2/6)
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Provide practices and training sessions
Support collaborative construction of
knowledge
Provide coaching and scaffolding at
critical times
Promote reflection to enable
abstractions to be formed
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INSTRUCTIONAL DESIGN FOR SL ACTIVITIES (3/6)
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Promote answer finding and problem
solving
Promote articulation to enable tacit
knowledge to be made explicit
Provide for integrated assessment of
learning within the tasks
Provide use of technology/media/tools
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INSTRUCTIONAL DESIGN FOR SL ACTIVITIES (4/6)
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Young (1993): four tasks for the design of
situated learning:
Selecting the situation: select the generator set
of situations, which entail complex, realistic
problem spaces that afford students to be able
to detect the invariant concepts in the domain
Providing scaffolding: students generate
problems and solutions to "crisscross the
landscape of knowledge". Limit initially a
novice's access to all the features of the
context and then remove those constraints."
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INSTRUCTIONAL DESIGN FOR SL ACTIVITIES (5/6)
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Determining/supporting the role of the teacher:
Teachers assess the interaction of students and the
environment and guide students to pay attention to
important attributes of the environment
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Assessing situated learning:
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The assessment methods should focus on "the
process of learning, perception, and problem
solving."
Assessment must become an integrated, ongoing,
and seamless part of the learning environment
Assessment must provide important feedback to
both teacher and students
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INSTRUCTIONAL DESIGN FOR SL ACTIVITIES (6/6)
INTERACTIVE MULTIMEDIA (Herrington & Oliver, 2000)
APPLICATION AND PRACTICE OF SL
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Teaching methods
Curricular design
English learning environment
English SL rooms
Field trips
International English Village
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TEACHING METHODS
Wang (2009)
• Multimedia use
• Games (guessing, etc.)
• Role playing/reader theater
• Association
• Mind mapping
• Story telling
• Realia
• Rhyming Songs
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CURRICULAR DESIGN
CURRICULAR
DESIGN
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Linking with learning objectives
Informal as well as formal learning
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Live DVD in computer/language labs
Outdoor English environment
English corner
Profiling and recording situated
learning activity procedures
English situated activity guidebooks &
self-practice handouts/e-platform
Oral SL assessment e-platform
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LiveDVD Learning System
Oral Situated Practice & Assessment e-platform
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Situated learning assignment & test item bank (1/5)
• Giving English situated
assignments
• Individual/group work
uploaded in audio/video
files or via hyperlink
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可上傳音檔/影片檔
/網路超連結
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Situated learning assignment & test item bank (2/5)
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• Online oral
test item bank
• test item for
group interaction
situation
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老師端 learning assignment & test item bank (3/5)
Situated
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Checking status of assignment submission
點開可看學生繳交
狀況並進行評分
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Situated learning assignment & test item bank (4/5)
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• Viewing, listening, and scoring of oral assignments
• Comments on students’ works
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Situated learning assignment & test item bank (5/5)
Score report of student oral practice achievement
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SETTING UP ENGLISH ENVIRONMENT
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English corner
Fitted into course content
Fitted into current festivals
Characterizing authentic events
Hands-on participation of students
Highlighting school features
Team work competition
Faculty & Staff English contests
English day
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ENGLISH SITUATED LEARNING ROOMS
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Physical setup: realia or visual
reproduction
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Second -year learning activities at TNRHES
Third/fourth-year learning activities
Sixth-year learning activities
Sixth-year learning activities
Computerized setup: virtual
situations via panorama facilities
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利用電腦週邊產品照片,介紹用英文分辨相關電腦設備
利用台南市地圖，介紹如何用英文口說介紹目前的方位
利用餐點的菜單，及點餐小短片讓學生學習用英文點餐
利用各地美景圖片,讓學生用英文描述照片的自然景觀
利用大學生在校生活的照片,讓學生英文自我介紹
挑選幾部有名的影片,讓學生學習如何用英文簡略描述影
片內容
在聽完一段對話後，透過圖片及題目問答方式，讓學生分組討論，
並由各組派代表上台分享各組的討論心得
選取幾張藝術照片,讓學生學習如何用英文表達色調及喜好
利用國外照片及地圖做結合，介紹如何用英文分辨方位
選取各款式顏色衣服,讓學生學習如何用英文表達顏色及衣服名稱
FIELD TRIPS
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Participant-observer studies in an
organic farm, aquarium, botany,
museum, theme parks, etc.
Learning themes and tasks well
planned and embedded into course
objectives
English summer/winter camps
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INTERNATIONAL ENGLISH VILLAGE
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CONCLUSION
中小學情境英語教學成效關鍵
英語情境學習理論實務正確認知
學校當局展現推動企圖心與決心
教育當局行政充足支援與協調
針對各校本身特色與資源，佈局開發英語情境學
習與擬定通盤發展計畫 (Megaplan)
教師英語情境活動設計與執行品保、評量與成效
追蹤機制建立
確保英語教師熱忱、專業素養、自我提升動機
定期成果展示與校際交流，永續提升教學成效
提升全校教職員英語能力；學生英文能力提升，
人人是關鍵，人人有責任
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Thank you!
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