Researching EFL Literacy Learning as Social Practices: Moving from Participation to Design in Communities of Practice  

Oleh:

Lai, Su-Jen ; Tseng, Ming-i Lydia

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The Asian ESP Journal vol. 8 no. 1 (2012), page 75-116.
Topik: composing a written text to a contextualized social practice perspective of writing. The specific examples of six undergraduate students who majored in English at a university in Taiwan are used to show the importance of juxtaposing the theoretical concepts in the NLS and CoP and considering EFL literacy learning as socially situated practice. Finally; this paper suggests that EFL teachers should consider adopting a learning-centered; reflective approach to teaching; which will enable the teachers to adapt their teaching materials and modify classroom activities to suit learners’ needs and interests; and meanwhile enable the students to become critically aware of their learning as well as language use. In our view; such a pedagogic approach may; in the long run; help improve the quality of student learning in and out of ESL/EFL classrooms.
Fulltext: Untitled5.pdf (388.45KB)

Isi artikel

This paper explores some aspects of the relations between EFL literacy learning and the social situations in which it occurs. The paper aims to illustrate the theoretical concepts central to the New Literacy Studies composing a written text to a contextualized social practice perspective of writing. The specific examples of six undergraduate students who majored in English at a university in Taiwan are used to show the importance of juxtaposing the theoretical concepts in the NLS and CoP and considering EFL literacy learning as socially situated practice. Finally, this paper suggests that EFL teachers should consider adopting a learning-centered, reflective approach to teaching, which will enable the teachers to adapt their teaching materials and modify classroom activities to suit learners’ needs and interests, and meanwhile enable the students to become critically aware of their learning as well as language use. In our view, such a pedagogic approach may, in the long run, help improve the quality of student learning in and out of ESL/EFL classrooms.

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