【作 者】：
魏小东， 孙靖宜
【关 键 词 】：
增强现实； 二语习得； 交互类型； 教学方法； 评测维度
【栏 目】：
学习环境与资源
【中文摘要】：
增强现实(AR)技术提供了一个虚实融合的学习环境，可以潜在地影响第二语言学习过程中的学习体验和知识获得。随着第二语言学习AR应用的日益增多，我们迫切希望了解AR技术如何辅助第二语言学习。本文选取国内外28种高影响力的期刊，使用近5年（2015—2020）31篇应用AR技术进行语言教学的论文开展文献综述。笔者运用定性和补充性描述相结合的方法对论文内容进行分析，从交互类型、教学内容、教学方法、研究方法、评测维度等方面构建编码与分析框架。分析结果发现AR第二语言教育应用主要采用基于增强纸交互、有形物体交互、基于位置的多模态交互三种交互类型；教学内容主要以词汇、阅读或写作训练为主；教学方法主要采用演示、启发与任务驱动；研究方法采用定量、定性或二者相结合的方法；教育适用性评测维度主要为情感态度、学习效果、可用性等。语言教学过程适应性、实时交互的稳定性、教学内容更新的便捷性以及学习任务的可协作性等是AR技术应用于第二语言学习面临的挑战。
【英文摘要】：
Augmented reality (AR) technology provides a virtual-real learning environment, which can potentially affect the learning experience and knowledge acquisition in the process of second language learning. With the increasing application of AR in second language learning, there is a pressing need to understand how AR technology can assist second language learning. This paper selects 28 high-impact journals at home and abroad, and then 31 papers on the application of AR technology in language teaching in recent 5 years (2015-2020) are used to carry out a literature review. The author uses qualitative and complementary description methods to analyze the content of the papers, constructing a coding and analysis framework in terms of types of interaction, teaching content, teaching methods, research methods, assessment dimensions. The results show that the application of AR for second language learning mainly adopt three types of interaction: augmented paper interaction, tangible object interaction and location-based multimodal interaction. The teaching content mainly focuses on vocabulary, reading or writing training. The teaching methods are mainly demonstration, inspiration and task-driven ones. The research methods are quantitative, qualitative or a combination of both. The dimensions of educational suitability evaluation are mainly emotional attitude, learning effectiveness and availability. The challenges of applying AR technology to second language learning are the adaptability of language teaching process, the stability of real-time interaction, the convenience of updating teaching content, and the collaboration of learning tasks.