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本文以民族志调查的形式报告了日本一所大学内分别以英语和日语为母语的外语学习者参加社会学习空间在语言和社会文化方面的可用特性 (affordances)。社会学习空间是指可让学生聚在一起在非正式的环境下互相学习的设施。为了探讨这种环境下的社会学习动力,我们进行了一项纵向民族志调查。数据资料主要来自对学生和管理员的访谈,辅以对参与者的观察。从生态和实践社群的视角对数据资料进行专题分析 (thematic analysis) 可以看出学习者社群的出现,以及可用特性与突现社群 (emergent community) 之间的密切相关性。本文报告了与引致语言学习机会的可用特性相关的调查结果,这些可用特性与支持学习者社群发展的条件之间的关系,以及学习者自主性在前两个相互关联的现象中所起的作用。
This essay reports on ethnographic reports of the affordances of linguistic and socio-cultural aspects of foreign language learners who are native English speakers and Japanese speakers respectively in a Japanese university. Social learning spaces are facilities that allow students to get together and learn from each other in an informal setting. In order to explore the dynamics of social learning in this context, we conducted a longitudinal ethnographic survey. Data sources mainly come from interviews with students and administrators, supplemented by observations of participants. Thematic analysis of the data from the ecological and practical community perspective shows the emergence of a community of learners and the close relationship between the available features and the emergent community. This paper reports on the findings that are relevant to the available features that lead to language learning opportunities, the relationship between these available features and the conditions that support learner community development, and what learner autonomy has played in the first two interrelated phenomena effect.