| _version_ | 1866902248432336896 |
|---|---|
| author | Nguyen, Quang N. |
| author_facet | Nguyen, Quang N. |
| contents | <p>This conceptual paper discusses the potential role of affordances in determining personalized English learning trajectories and suggests a drastic change in educational paradigms to approach affordance-based language learning. Although the universal language learning path is controversial and complex, the outcome-based syllabus design and the" good teachers-should-know-all" model are so rigid and inflexible that they stick learners to a prescribed route. Admittedly, every learner infallibly and internally perceives his different here-and-now realities at different times and in different manners, which is virtually beyond most outsiders’ consciousness and control. Thus, teachers might fail to acknowledge a majority of these moment-to-moment needs. Alternatively, affordance-based language education could fight off the forging of democracy in classrooms and allow learners to steer their learning paths. When human beings interact with the semiotic budget, their brains allow them to imagine how different linguistic items can afford the meaning-making of how the world relates to themselves and other members of their speech community. The affordances that learners experience during their learning process constitute their personalized learning trajectories. With a learning environment of personalized affordance-based finetuning devices, decision support systems, and real human networks, learners can gain more freedom in steering their learning path, thus placing autonomous learners at the center of their education process.</p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_15514741 |
| institution | Zenodo |
| language | |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Affordance-based learning trajectories: A deviation from the teachers-should-know-all model in language education Nguyen, Quang N. <p>This conceptual paper discusses the potential role of affordances in determining personalized English learning trajectories and suggests a drastic change in educational paradigms to approach affordance-based language learning. Although the universal language learning path is controversial and complex, the outcome-based syllabus design and the" good teachers-should-know-all" model are so rigid and inflexible that they stick learners to a prescribed route. Admittedly, every learner infallibly and internally perceives his different here-and-now realities at different times and in different manners, which is virtually beyond most outsiders’ consciousness and control. Thus, teachers might fail to acknowledge a majority of these moment-to-moment needs. Alternatively, affordance-based language education could fight off the forging of democracy in classrooms and allow learners to steer their learning paths. When human beings interact with the semiotic budget, their brains allow them to imagine how different linguistic items can afford the meaning-making of how the world relates to themselves and other members of their speech community. The affordances that learners experience during their learning process constitute their personalized learning trajectories. With a learning environment of personalized affordance-based finetuning devices, decision support systems, and real human networks, learners can gain more freedom in steering their learning path, thus placing autonomous learners at the center of their education process.</p> |
| title | Affordance-based learning trajectories: A deviation from the teachers-should-know-all model in language education |
| url | https://doi.org/10.5281/zenodo.15514741 |