杨旭,李菊
YANG Xu ,LI Ju

• 1:贵州师范大学外国语学院

摘要(Abstract)：

数字人文作为一种新兴的教学技术研究手段，对当下的二语教学方式和教学策略产生了不同维度的影响。基于使用的二语习得观和托马塞洛(Tomasello)的语言构建理论，以交际教学法和多模态教学法不同维度的变化为探讨对象，本文旨在探究数字人文背景下二语教学方式的具体变化及其可能实施的教学策略。研究表明，以数字人文驱动的交际教学法在教学内容的智能化、项目合作的多元化体验和多主体的智能学习环境等方面变化较明显；由数字人文驱动的多模态教学法则体现出人机协同互动的二语知识建构路径，其学习环境的多样性和学习资源的多模态性特征尤为明显。这些变化直接影响着二语教学的实施策略，推动了二语教学方式的数字化转型与智能升级。
Digital humanities, as an emerging teaching research instrument, exerts wide influences on L2 teaching methodologies and strategies. Grounded in usage—based SLA theory and Tomasello's language constructing theory, this study investigates how digital humanities affects the multi—dimension transformation from communicative approach and multimodal pedagogy in L2 instruction. Analytical findings demonstrate that communicative approach driven by digital humanities presents noticeable transformations in the intelligent design of teaching content, diverse project—based collaborative experiences, and a multi—subject, intellectually integrated learning environment. The multimodal approach clearly shows these features such as the diversity of learning environments and multimodal learning resources, with a growing emphasis on the path of second—language knowledge construction from human—computer collaboration. These changes, in turn, influence the implementation of L2 teaching strategies, and make intelligent data collection and analysis receive widespread attention. They have been significant in the digital transformation and intelligent upgrade of second language teaching.

关键词(KeyWords)： 数字人文;数智化数据;二语教学策略;基于使用的二语习得观
digital humanities;data intelligence;second language teaching strategies;the usage—based SLA

Abstract:

Keywords:

基金项目(Foundation): 2023年度贵州省哲学社会科学规划重点课题“清水江流域水族语言生活状况监测与数智化保护研究”(23GZZD05)的阶段性成果

作者(Author): 杨旭,李菊
YANG Xu ,LI Ju

DOI: 10.26922/j.cnki.waiguoyuwen.2025.04.006

参考文献(References)：

• Battershill,C.& S.Ross.2017.Using Digital Humanities in the Classroom:A Practical Introduction for Teachers,Lecturers,and Students [M].London:Bloomsbury Academic.
• Chen,C.H.2020.AR Videos as Scaffolding to Foster Students’ Learning Achievements and Motivation in EFL Learning[J].British Journal of Educational Technology (3):657-672.
• Chen,M.P.,L.C.Wang,D.Zou.et al.2022.Effects of Captions and English Proficiency on Learning Effectiveness,Motivation and Attitude in Augmented-reality-enhanced Theme-based Contextualized EFL Learning[J].Computer Assisted Language Learning (3):381-411.
• Chen,R.W.& K.K.Chan.2019.Using Augmented Reality Flashcards to Learn Vocabulary in Early Childhood Education[J].Journal of Educational Computing Research(7):1812-1831.
• Cro,M.A.2020.Integrating the Digital Humanities into the Second Language Classroom:A Practical Guide [M].Washington:Georgetown University Press.
• Ellis,N.C.2008.Usage-based and Form-focused SLA:The Implicit and Explicit Learning of Constructions[G]//A.Tyler,Y.Kim & M.Takada.Language in the Context of Use:Cognitive and Discourse.Berlin / New York:Mouton de Gruyter.
• Ellis,N.C.& S.Wulff.2015.Usage-based Approaches to SLA[G]//B.VanPatten & J.Williams.Theories in Second Language Acquisition.New York:Routledge.
• Ellis,N.C.,Rmer,U.& M.B.O’Donnell.2016.Usage-based Approaches to Language Acquisition and Processing:Cognitive and Corpus Investigations of Construction Grammar [M].New Jersey:Wiley-Blackwell.
• Harris,K.D.2013.Play,Collaborate,Break,Build,Share:“Screwing around” in Digital Pedagogy[J].Polymath:An Interdisciplinary Arts and Sciences Journal (3):1-26.
• Lee,S.M.& M.Park.2020.Reconceptualization of the Context in Language Learning with a Location-based AR App[J].Computer Assisted Language Learning(8):936-959.
• Sydorenko,T.,Hellermann,J.,Thorne,S.L.& V.Howe.2019.Mobile Augmented Reality and Language-related Episodes[J].TESOL Quarterly (3):712-740.
• Tomasello,M.2005.Constructing a Language:A Usage-Based Theory of Language Acquisition [M].Cambridge,MA:Harvard University Press.
• 戴炜栋，周大军.2005.中国的二语习得研究：回顾、现状与前瞻[J].外国语(6):62-70.
• 胡潇译，胡海建.2019.英语交际教学法的教学路径与生成策略[J].课程·教材·教法 (5):121-126.
• 宁琦.2023.数字人文赋能外语学科的思考与探索[J].外语界(1):12-17.
• 孙靖，杨子婷.2024.人工智能时代教学评价改革的主要动因、基本原则与实践路径[J].课程·教材·教法 (5):64-70.
• 王初明.2021.语言习得过程：创造性构建抑或创造性模仿?[J].现代外语(5):585-591.
• 王蔷，李亮.2019.推动核心素养背景下英语课堂教—学—评一体化：意义、理论与方法[J].课程·教材·教法 (5):114-120.
• 文旭，田亚灵.2024.人类智能与人工智能在外语教育与研究中的融合[J].外语电化教学 (4):18-24+103.
• 肖云南，戴曼纯.2004.二语习得研究成果在课堂教学中的应用问题[J].外语界(3):32-39.
• 辛斌.1995.交际教学法：问题与思考[J].外语教学与研究 (3):49-55.
• 徐锦芬.2022.使用驱动二语教学的内涵、理论与实践[J].解放军外国语学院学报(6):84-89.
• 杨炳钧.2024.人工智能时代语言研究中的伦理问题[J].外国语文(6):45-53.
• 杨明全.2021.素养时代的项目式学习：内涵重塑与价值重建[J].课程·教材·教法(2) :57-63.
• 叶玉珠.2024.数字人文视域下国内外语学科数据基础设施建设研究[J].外语电化教学(2):92-96+114.
• 张德禄.2009.多模态话语理论与媒体技术在外语教学中的应用[J].外语教学(4):15-20.

文章评论(Comment)：