中国外语教学环境下的服务型英语学习研究
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摘要
兴起于美国的服务型学习以其学术性反思与满足社区需求的功能获得教育界的持续关注。（Hale，2005）服务型学习，作为加强高等教育与公共社会相联系的重要策略，正在被多个国家确定为教育目标，并被引入主流课程之中。作为第二语言或者外语的英语教学与服务型学习的结合也逐渐获得发展契机。
三种理论一脉相承构成了服务型英语学习的理论基础。首先，以Dewey为代表的经验主义哲学思想认为教育终极目标的实现必须建立在个体真实的生活经历之上；其次，生态系统理论关注教育环境对学习者的影响，将个体与塑造个体的环境结合；第三，语言交际能力理论强调语言使用能力对于语境的依赖，重视个体的语言经验和真实社会生态环境中的语言学习。
语言学习的服务功能和社区服务的教育功能通过英语课程与服务型学习的结合实现。服务型英语学习是基于经历的语言学习方法，为学习者提供了与真实世界交流的机会，并且在个体、学校和更广阔的语言环境建立起有意义的关联。当前，对于服务型学习在中国英语教学环境下的应用，学界缺少建立在实证基础上的可行性论证。
本研究主要的目的在于，一是考察融入课程之中的服务型学习在英语作为外语的中国英语教学环境下对语言学习者的影响，以此证明服务型英语学习在中国实践的可行性；二是比较学习者在服务型英语学习和自主性学习环境下的收获，着重考察服务型英语学习下学习者在语言综合应用能力、学习动机与学习策略、非语言能力等方面的发展，从而证明服务型英语学习的有效性。研究同时考察服务型英语学习下的学习过程和学习环境。
实证研究案例来自浙江大学宁波理工学院，是基于英语专业实践教学的系列实验，研究者根据服务型学习理论设计学习项目、开展相关教学活动。服务型英语学习项目“用声音叙事”鼓励学生访问在宁波外籍人士，调研外籍人士对宁波的整体印象，并且提出提升宁波国际化形象的建议；项目以三种不同模式与英语课堂教学结合，教学要求和评估方式有所不同。学习模式一：导入课程的服务型学习，学生访问外籍人士，口头呈现访谈经历；学习模式二：成为课程组成部分的服务型学习，学生访问外籍人士，完成日志记录，以团队形式撰写报告。学习模式三：成为课程的服务型学习，学生走访外籍人士或者外资企业，个体撰写可供公共服务部门参考的调查报告。
研究包括前导研究和核心研究两个部分，研究受试对象为浙江大学宁波理工学院外国语学院113名大学二年级英语专业学生。前导研究从2009年4月至2009年7月，涉及学生47名，其中27名学生参加模式一，20名学生参加模式二，实验前后学生都会接受问卷调查以检查服务型学习与课程结合的效果。
核心研究开展时间为2010年7月和2011年7月，涉及实验组和控制组66名学生，实验组33名学生参加作为课程的服务型学习，即模式三，学生参加“用声音叙事”真实访问活动；控制组33名学生参加课程计划内的专业实践课程，该课程具有自主性学习性质，以常规方式在校内进行教学。在教学活动期间和之后，所有学生接受系列问卷调查以比较两种学习方法的效果。
研究采用定量研究与定性研究结合的方法，数据收集包括问卷调查、学生访问、实践观察、学生日志分析、学生调查报告分析、课程评价等。本研究对收集到的数据进行多元统计分析，以确保对中国专业英语教学环境下服务型学习效果的检验更为系统有效，结果发现：
（1）以不同模式导入课程的服务型学习，学习者的受益程度不同。实验组模式一前后测对比发现，学习者语言学习和应用提高程度最显著；实验组模式二前后测对比发现，学习者文化学习方面提高有显著性差异。实验组模式三在多项指标超过控制组，学习者对教学模式的满意度和学习模式满意度比控制组学习者更高。数据显示在学习者背景相同的情况下，服务型英语学习的课程融合度与学习者的受益程度正相关。
（2）真实的语言交际环境促进学习者语言综合应用能力的提高。实验组在语言综合应用能力比控制组更有优势，在语言技能发展中，学习者听力、口语表达、写作、翻译、语言理解能力都存在显著性差异；实验组学习者的文化意识各项指标均高于控制组学习者，包括母语文化意识、目标语文化意识、跨文化交际意识存在显著性差异；服务型英语学习环境下，学习者情感态度的变化较之控制组更为突出，如目标语学习态度、对待目标语使用者的态度，英语交际自信心出现显著性差异。
（3）个体成就感激发学习者内在学习动机，交际环境的不确定性激活学习者学习策略使用。实验组在学习动机和学习策略方面较控制组更具优势。服务型学习下的学习者学习动机高于自主性学习模式下的学习者，在内在动机、学科价值方面存在显著性差异；服务型学习下的学习者在学习策略较之自主性学习方面提高明显，在练习、融会、组织化三个方面存在显著性差异。
（4）服务型英语学习促进学习者非语言能力发展。服务型学习下学习者的公民意识均高于自主性学习模式下的学习者，归属感、奉献意识、荣誉感都存在显著差异；服务型学习下的学习者在成长意识均高于自主性学习模式下的学习者，在思想的成长意识，和对世界的认识存在显著性差异。服务型学习下的学习者所涉及的22项多元能力均强于自主性学习模式下的学习者，决策、适应、发现等能力发展存在显著性差异。
作为服务型英语学习的评估环节，本实证研究中学习者成果丰富，以实验参加者为主体出版著作两部，发表各类文章20多篇，成果得到浙江省主要领导的重要批示和教育部的肯定，活动先后被多家重要媒体报道，如《中国教育报》、《光明日报》等。
本研究的核心目的在于描述中国环境下服务型学习在英语专业实践教学中的应用，并进一步探讨与服务型英语学习相关的因素。结论认为服务型学习研究在中国的实践刚刚起步，和课程教学的结合非常有限，然而作为一个全新的概念，服务型学习在中国英语教学的应用空间巨大。首先，服务型英语学习下，对话关系的形成创造了真实语言环境，这可以弥补英语学习中交际不足的缺陷，有效提升了学习者语言综合应用能力；其次，课堂教学与文化的密切互动有助于学习者实现对母语文化、目标语文化和多元文化的建构；再者，个体体验促进学习者的反思能力，这种能力最终会激发学习动机和改进学习策略；此外，服务型英语学习的育人功能有助于培养学习者的社会责任感和多元能力发展。
实证研究将“服务型学习”策略与中国外语教学环境相结合，以不同模式在课程设计中导入服务型英语学习，创新人才培养模式，证明了服务型英语学习的可行性。实证研究沟通课堂的语言学习与社会的语言学习，从而最大限度地培养人才的专业能力和社会适应度，这对英语专业人才培养具有很强的示范意义。实证研究证明服务型英语学习不但提高了学习者的语言应用能力、学习者动机和学习策略，而且增强了学习者的使命感和服务社会的意识，充分体现了大学精神的“育人”本质。
本研究三种不同服务型学习模式的应用证明服务型学习在英语教学中的应用可行的、有效的。服务型英语学习源于课堂，超越课堂又回归课堂，这个学习过程也构成了学习者基于经历的语言学习循环，希望通过实证研究的具体分析，本研究可以促进服务型学习与中国英语教学环境的结合，并为有志于此的英语教育工作者提供可供批评的借鉴。
Originating in the United States of America, Service Learning, featuring its academicreflection and integrated analysis of community needs, continues to receive sustainedattention from various institutions of higher education.(Hale,2005) In addition, as animportant strategy to strengthen contact between higher education and the public, ServiceLearning is being identified as a national education goal in many countries and introducedinto the curriculum as a mainstream pedagogy. Therefore, the integration of Englishteaching and Service Learning has gradually gained opportunities for further development.
Service Learning as an applied English methodology is based on three closely relatedtheories. Firstly, Pragmatism Theory advocated by Dewey and his colleagues states that therealization of educational goal should rely on real individual life experience. Secondly,Bronfenbrenner’s Ecological System Theory focuses on the influence that educationenvironments have on learners, stressing language learning in individual experience andcontact with the real world. Thirdly, Communicative Competence Theory insists thecapability of language depends on the context, emphasizing language learning throughauthentic language experience in the real social context.
Language learning bears the function of servicing the community, and communityservice has its educational function of promoting language learning; Service Learning as anapplied English methodology refers to an experiential learning method, providing learnerswith opportunities to interact with the real world, and establishing a meaningful associationamong individuals, schools and the larger linguistic environment in a whole. Thecombination of Service Learning and language classroom can achieve a balance betweenthe two. However, there is a lack of empirical research on the application of ServiceLearning to English teaching in China; thus, the need to examine the feasibility andeffectiveness of Service Learning in the Chinese EFL context is urgent.
This study has two purposes: one is to examine the feasibility of Service Learning inthe Chinese tertiary EFL context with its efficacy on the development of learners’ overalllanguage acquisition, and the other is to examine the effectiveness of Service Learning inthe Chinese tertiary EFL context by comparing learner’s achievement under Servicelearning and Autonomous learning, with emphasis on the development of learner’slinguistic competence, learning motivation and strategies, and multi-skills as well. Thisstudy also investigates the learning process and learning environment with the ServiceLearning approach.
The empirical research was based on Service Learning experiments and EFL education in Ningbo Institute of Technology, Zhejiang University. In accordance with theService Learning Theory, researcher incorporated course objectives related to students andcommunity partners, designed program, and conducted classroom teaching, academicreflection and evaluation. Students were required to interview Ningbo expatriates withregard to their impression of Ningbo, then coming up with suggestions to improve thecity’s international image. The above mentioned project, named “Beyond the Voices” hadbeen integrated with language classroom in three models, Model One was to incorporate itinto English course as a single project, in which participants interviewed expatriates andpresented their verbal reports in class. Model Two was to make the project an importantcomponent of the course, in which participants kept diaries and composed group reportsafter their interviews; Model Three was to establish the project a Service Learning Course,in which participants interviewed expatriates or foreign-funded enterprises managers,composing individual written reports on the basis of their experiential learning experience.
The study consists of two parts, the pilot study and the main study. The participantsinvolved in this study are113second-year English Majors with similar educationalbackgrounds. The pilot study involved47students, with27for Model One,20for ModelTwo. Authentic service-oriented activity:“Beyond the Voices”, was introduced into theEnglish curriculum. Participants took pre-test and post-test questionnaires in terms of theoutcome of their Service Learning project experience.
The main study included66participants, with33in the treatment group who weretaught with a Service Learning Model Three, where students attended “Beyond theVoices”,33participants in the control group were in the regular English major class:“Specialty Practice One”, an Autonomous Learning class. All participants took a series ofquestionnaires during and after the experiments so as to compare the outcome of theteaching modes.
Both quantitative and qualitative methods were employed in the data analysis. Datawas collected from a series of questionnaires, participants’ diaries, interviews withparticipants, participant reports, teacher’s observation logs, and course assessment.Multivariate statistical analyses were conducted to process the data collected to guarantee amore efficacious examination concerning the efficacy of integration of Service Learning inEnglish teaching in the Chinese context. It was found that:
1. Participants benefited in different ways when the Service Learning Model wasintegrated into different English courses. The pre-test and post-test in Model One showedthere was a remarkable improvement in language learning and application. The study inModel Two found a significant improvement in cultural awareness. The treatment group in Model Three gained advantages over the control group in many ways, such as the coursesatisfaction and learning satisfaction. Statistics indicated there was a positive correlationbetween the intimacy of service learning with courses and participants’ degree of benefit.
2. Authentic language environment may promote Learners comprehensive languagecompetence. The treatment group gained more advantages than the control group in thedevelopment of comprehensive language competence; significant growth can be found insuch skills as listening, speaking, writing, translation and language understanding. Culturalawareness in Service Learning context gained greater development than the control group,In addition, significant differences may be found in the construction of native languageculture, target language culture, and cross-culture awareness. As for affective factors, thetreatment group exceled over the control group in the attitude toward target languagelearning and target language learners. Moreover, significant differences were also found inconfidence of speaking English in public.
3. The sense of achievement stimulated learners’ intrinsic motivation, and theuncertainty of the communicative environment activated learners’ use of learning strategies.The treatment group gained greater development than the control group with regard tolearning motivation and learning strategies. Among comparative indicators, significantgrowth was found in intrinsic motivation and task values. Compared to autonomouslearning, significant growth was also found in Service Learning in terms of cognitivestrategy, including rehearsal, elaboration and origination.
4. Service Learning as a teaching methodology advanced learners’ non-linguisticdevelopment. Participants in the treatment group gained greater development in civicresponsibility and psychological growth. Service Learning was found to be superior toautonomous learning in all the22multi-skills compared, among which decision-makingability, ability of adaptation and exploration achieved significant growth.
As part of the Service Learning assessment, a rich outcome has been achieved, amongwhich two books were composed mainly by the participants with the guidance of theteachers are brought out, and more than20articles published. The study together with theproject was highly praised by principal leaders in Zhejiang province and gainedrecognition from the Ministry of Education in China, the related activities had beenreported by major medium in mainland China, such as "China Education", and"Guangming Daily".
The core purpose of the report is to describe the practice of Service Learning in theEnglish curriculum in the Chinese context, and to further explore factors relevant to thestudy of Service learning as applied English methodology. It is therefore concluded from the study that the integration of service learning into Chinese EFL contexts has tremendousroom for growth in China's English teaching applications, although research in ServiceLearning in China is in its infancy, and its integration with curriculum is limited. Firstly,the authentic learning environment created by Service learning can make up for thedrawbacks in English teaching due to limited opportunities for students to communicate inauthentic context in English, and it develops the learners’ comprehensive language ability.Secondly, the active interaction between classroom teaching and society can advancelearners’ cultural awareness, including native language culture, target language culture andintercultural awareness as well. Thirdly, the “learning by doing” concept advocated byService Learning can stimulate language learners’ motivation and improve learningstrategies. Finally, Service Learning cultivates the learner’s personal growth throughservice and community engagement, including social responsibility and multi-skills.
The case study links language learning in classroom context with that in socialcontext, thus maximizing the cultivation of talents’ professional competence and socialfitness. This service-oriented language learning, which is also a personnel training mode,has a very strong potential for wider application. Empirical studies have shown thatService Learning not only improves the learners' language competence, interculturalcommunicative competence, but also enhances the learner's sense of mission andcommitment to the community, which fully reflects the nature and spirit of universityeducation.
The three Service Learning Models in the research proved to be feasible and effectivein their integration with English curriculum. Service learning as an applied EFLmethodology is a practice within and beyond the language classroom. The learning processconstitutes learners’ language learning cycle. It is hoped that the detailed findings of thisstudy would serve as a trigger for the integration of Service Learning into English forEnglish teachers within Chinese contexts.
三种理论一脉相承构成了服务型英语学习的理论基础。首先，以Dewey为代表的经验主义哲学思想认为教育终极目标的实现必须建立在个体真实的生活经历之上；其次，生态系统理论关注教育环境对学习者的影响，将个体与塑造个体的环境结合；第三，语言交际能力理论强调语言使用能力对于语境的依赖，重视个体的语言经验和真实社会生态环境中的语言学习。
语言学习的服务功能和社区服务的教育功能通过英语课程与服务型学习的结合实现。服务型英语学习是基于经历的语言学习方法，为学习者提供了与真实世界交流的机会，并且在个体、学校和更广阔的语言环境建立起有意义的关联。当前，对于服务型学习在中国英语教学环境下的应用，学界缺少建立在实证基础上的可行性论证。
本研究主要的目的在于，一是考察融入课程之中的服务型学习在英语作为外语的中国英语教学环境下对语言学习者的影响，以此证明服务型英语学习在中国实践的可行性；二是比较学习者在服务型英语学习和自主性学习环境下的收获，着重考察服务型英语学习下学习者在语言综合应用能力、学习动机与学习策略、非语言能力等方面的发展，从而证明服务型英语学习的有效性。研究同时考察服务型英语学习下的学习过程和学习环境。
实证研究案例来自浙江大学宁波理工学院，是基于英语专业实践教学的系列实验，研究者根据服务型学习理论设计学习项目、开展相关教学活动。服务型英语学习项目“用声音叙事”鼓励学生访问在宁波外籍人士，调研外籍人士对宁波的整体印象，并且提出提升宁波国际化形象的建议；项目以三种不同模式与英语课堂教学结合，教学要求和评估方式有所不同。学习模式一：导入课程的服务型学习，学生访问外籍人士，口头呈现访谈经历；学习模式二：成为课程组成部分的服务型学习，学生访问外籍人士，完成日志记录，以团队形式撰写报告。学习模式三：成为课程的服务型学习，学生走访外籍人士或者外资企业，个体撰写可供公共服务部门参考的调查报告。
研究包括前导研究和核心研究两个部分，研究受试对象为浙江大学宁波理工学院外国语学院113名大学二年级英语专业学生。前导研究从2009年4月至2009年7月，涉及学生47名，其中27名学生参加模式一，20名学生参加模式二，实验前后学生都会接受问卷调查以检查服务型学习与课程结合的效果。
核心研究开展时间为2010年7月和2011年7月，涉及实验组和控制组66名学生，实验组33名学生参加作为课程的服务型学习，即模式三，学生参加“用声音叙事”真实访问活动；控制组33名学生参加课程计划内的专业实践课程，该课程具有自主性学习性质，以常规方式在校内进行教学。在教学活动期间和之后，所有学生接受系列问卷调查以比较两种学习方法的效果。
研究采用定量研究与定性研究结合的方法，数据收集包括问卷调查、学生访问、实践观察、学生日志分析、学生调查报告分析、课程评价等。本研究对收集到的数据进行多元统计分析，以确保对中国专业英语教学环境下服务型学习效果的检验更为系统有效，结果发现：
（1）以不同模式导入课程的服务型学习，学习者的受益程度不同。实验组模式一前后测对比发现，学习者语言学习和应用提高程度最显著；实验组模式二前后测对比发现，学习者文化学习方面提高有显著性差异。实验组模式三在多项指标超过控制组，学习者对教学模式的满意度和学习模式满意度比控制组学习者更高。数据显示在学习者背景相同的情况下，服务型英语学习的课程融合度与学习者的受益程度正相关。
（2）真实的语言交际环境促进学习者语言综合应用能力的提高。实验组在语言综合应用能力比控制组更有优势，在语言技能发展中，学习者听力、口语表达、写作、翻译、语言理解能力都存在显著性差异；实验组学习者的文化意识各项指标均高于控制组学习者，包括母语文化意识、目标语文化意识、跨文化交际意识存在显著性差异；服务型英语学习环境下，学习者情感态度的变化较之控制组更为突出，如目标语学习态度、对待目标语使用者的态度，英语交际自信心出现显著性差异。
（3）个体成就感激发学习者内在学习动机，交际环境的不确定性激活学习者学习策略使用。实验组在学习动机和学习策略方面较控制组更具优势。服务型学习下的学习者学习动机高于自主性学习模式下的学习者，在内在动机、学科价值方面存在显著性差异；服务型学习下的学习者在学习策略较之自主性学习方面提高明显，在练习、融会、组织化三个方面存在显著性差异。
（4）服务型英语学习促进学习者非语言能力发展。服务型学习下学习者的公民意识均高于自主性学习模式下的学习者，归属感、奉献意识、荣誉感都存在显著差异；服务型学习下的学习者在成长意识均高于自主性学习模式下的学习者，在思想的成长意识，和对世界的认识存在显著性差异。服务型学习下的学习者所涉及的22项多元能力均强于自主性学习模式下的学习者，决策、适应、发现等能力发展存在显著性差异。
作为服务型英语学习的评估环节，本实证研究中学习者成果丰富，以实验参加者为主体出版著作两部，发表各类文章20多篇，成果得到浙江省主要领导的重要批示和教育部的肯定，活动先后被多家重要媒体报道，如《中国教育报》、《光明日报》等。
本研究的核心目的在于描述中国环境下服务型学习在英语专业实践教学中的应用，并进一步探讨与服务型英语学习相关的因素。结论认为服务型学习研究在中国的实践刚刚起步，和课程教学的结合非常有限，然而作为一个全新的概念，服务型学习在中国英语教学的应用空间巨大。首先，服务型英语学习下，对话关系的形成创造了真实语言环境，这可以弥补英语学习中交际不足的缺陷，有效提升了学习者语言综合应用能力；其次，课堂教学与文化的密切互动有助于学习者实现对母语文化、目标语文化和多元文化的建构；再者，个体体验促进学习者的反思能力，这种能力最终会激发学习动机和改进学习策略；此外，服务型英语学习的育人功能有助于培养学习者的社会责任感和多元能力发展。
实证研究将“服务型学习”策略与中国外语教学环境相结合，以不同模式在课程设计中导入服务型英语学习，创新人才培养模式，证明了服务型英语学习的可行性。实证研究沟通课堂的语言学习与社会的语言学习，从而最大限度地培养人才的专业能力和社会适应度，这对英语专业人才培养具有很强的示范意义。实证研究证明服务型英语学习不但提高了学习者的语言应用能力、学习者动机和学习策略，而且增强了学习者的使命感和服务社会的意识，充分体现了大学精神的“育人”本质。
本研究三种不同服务型学习模式的应用证明服务型学习在英语教学中的应用可行的、有效的。服务型英语学习源于课堂，超越课堂又回归课堂，这个学习过程也构成了学习者基于经历的语言学习循环，希望通过实证研究的具体分析，本研究可以促进服务型学习与中国英语教学环境的结合，并为有志于此的英语教育工作者提供可供批评的借鉴。
Originating in the United States of America, Service Learning, featuring its academicreflection and integrated analysis of community needs, continues to receive sustainedattention from various institutions of higher education.(Hale,2005) In addition, as animportant strategy to strengthen contact between higher education and the public, ServiceLearning is being identified as a national education goal in many countries and introducedinto the curriculum as a mainstream pedagogy. Therefore, the integration of Englishteaching and Service Learning has gradually gained opportunities for further development.
Service Learning as an applied English methodology is based on three closely relatedtheories. Firstly, Pragmatism Theory advocated by Dewey and his colleagues states that therealization of educational goal should rely on real individual life experience. Secondly,Bronfenbrenner’s Ecological System Theory focuses on the influence that educationenvironments have on learners, stressing language learning in individual experience andcontact with the real world. Thirdly, Communicative Competence Theory insists thecapability of language depends on the context, emphasizing language learning throughauthentic language experience in the real social context.
Language learning bears the function of servicing the community, and communityservice has its educational function of promoting language learning; Service Learning as anapplied English methodology refers to an experiential learning method, providing learnerswith opportunities to interact with the real world, and establishing a meaningful associationamong individuals, schools and the larger linguistic environment in a whole. Thecombination of Service Learning and language classroom can achieve a balance betweenthe two. However, there is a lack of empirical research on the application of ServiceLearning to English teaching in China; thus, the need to examine the feasibility andeffectiveness of Service Learning in the Chinese EFL context is urgent.
This study has two purposes: one is to examine the feasibility of Service Learning inthe Chinese tertiary EFL context with its efficacy on the development of learners’ overalllanguage acquisition, and the other is to examine the effectiveness of Service Learning inthe Chinese tertiary EFL context by comparing learner’s achievement under Servicelearning and Autonomous learning, with emphasis on the development of learner’slinguistic competence, learning motivation and strategies, and multi-skills as well. Thisstudy also investigates the learning process and learning environment with the ServiceLearning approach.
The empirical research was based on Service Learning experiments and EFL education in Ningbo Institute of Technology, Zhejiang University. In accordance with theService Learning Theory, researcher incorporated course objectives related to students andcommunity partners, designed program, and conducted classroom teaching, academicreflection and evaluation. Students were required to interview Ningbo expatriates withregard to their impression of Ningbo, then coming up with suggestions to improve thecity’s international image. The above mentioned project, named “Beyond the Voices” hadbeen integrated with language classroom in three models, Model One was to incorporate itinto English course as a single project, in which participants interviewed expatriates andpresented their verbal reports in class. Model Two was to make the project an importantcomponent of the course, in which participants kept diaries and composed group reportsafter their interviews; Model Three was to establish the project a Service Learning Course,in which participants interviewed expatriates or foreign-funded enterprises managers,composing individual written reports on the basis of their experiential learning experience.
The study consists of two parts, the pilot study and the main study. The participantsinvolved in this study are113second-year English Majors with similar educationalbackgrounds. The pilot study involved47students, with27for Model One,20for ModelTwo. Authentic service-oriented activity:“Beyond the Voices”, was introduced into theEnglish curriculum. Participants took pre-test and post-test questionnaires in terms of theoutcome of their Service Learning project experience.
The main study included66participants, with33in the treatment group who weretaught with a Service Learning Model Three, where students attended “Beyond theVoices”,33participants in the control group were in the regular English major class:“Specialty Practice One”, an Autonomous Learning class. All participants took a series ofquestionnaires during and after the experiments so as to compare the outcome of theteaching modes.
Both quantitative and qualitative methods were employed in the data analysis. Datawas collected from a series of questionnaires, participants’ diaries, interviews withparticipants, participant reports, teacher’s observation logs, and course assessment.Multivariate statistical analyses were conducted to process the data collected to guarantee amore efficacious examination concerning the efficacy of integration of Service Learning inEnglish teaching in the Chinese context. It was found that:
1. Participants benefited in different ways when the Service Learning Model wasintegrated into different English courses. The pre-test and post-test in Model One showedthere was a remarkable improvement in language learning and application. The study inModel Two found a significant improvement in cultural awareness. The treatment group in Model Three gained advantages over the control group in many ways, such as the coursesatisfaction and learning satisfaction. Statistics indicated there was a positive correlationbetween the intimacy of service learning with courses and participants’ degree of benefit.
2. Authentic language environment may promote Learners comprehensive languagecompetence. The treatment group gained more advantages than the control group in thedevelopment of comprehensive language competence; significant growth can be found insuch skills as listening, speaking, writing, translation and language understanding. Culturalawareness in Service Learning context gained greater development than the control group,In addition, significant differences may be found in the construction of native languageculture, target language culture, and cross-culture awareness. As for affective factors, thetreatment group exceled over the control group in the attitude toward target languagelearning and target language learners. Moreover, significant differences were also found inconfidence of speaking English in public.
3. The sense of achievement stimulated learners’ intrinsic motivation, and theuncertainty of the communicative environment activated learners’ use of learning strategies.The treatment group gained greater development than the control group with regard tolearning motivation and learning strategies. Among comparative indicators, significantgrowth was found in intrinsic motivation and task values. Compared to autonomouslearning, significant growth was also found in Service Learning in terms of cognitivestrategy, including rehearsal, elaboration and origination.
4. Service Learning as a teaching methodology advanced learners’ non-linguisticdevelopment. Participants in the treatment group gained greater development in civicresponsibility and psychological growth. Service Learning was found to be superior toautonomous learning in all the22multi-skills compared, among which decision-makingability, ability of adaptation and exploration achieved significant growth.
As part of the Service Learning assessment, a rich outcome has been achieved, amongwhich two books were composed mainly by the participants with the guidance of theteachers are brought out, and more than20articles published. The study together with theproject was highly praised by principal leaders in Zhejiang province and gainedrecognition from the Ministry of Education in China, the related activities had beenreported by major medium in mainland China, such as "China Education", and"Guangming Daily".
The core purpose of the report is to describe the practice of Service Learning in theEnglish curriculum in the Chinese context, and to further explore factors relevant to thestudy of Service learning as applied English methodology. It is therefore concluded from the study that the integration of service learning into Chinese EFL contexts has tremendousroom for growth in China's English teaching applications, although research in ServiceLearning in China is in its infancy, and its integration with curriculum is limited. Firstly,the authentic learning environment created by Service learning can make up for thedrawbacks in English teaching due to limited opportunities for students to communicate inauthentic context in English, and it develops the learners’ comprehensive language ability.Secondly, the active interaction between classroom teaching and society can advancelearners’ cultural awareness, including native language culture, target language culture andintercultural awareness as well. Thirdly, the “learning by doing” concept advocated byService Learning can stimulate language learners’ motivation and improve learningstrategies. Finally, Service Learning cultivates the learner’s personal growth throughservice and community engagement, including social responsibility and multi-skills.
The case study links language learning in classroom context with that in socialcontext, thus maximizing the cultivation of talents’ professional competence and socialfitness. This service-oriented language learning, which is also a personnel training mode,has a very strong potential for wider application. Empirical studies have shown thatService Learning not only improves the learners' language competence, interculturalcommunicative competence, but also enhances the learner's sense of mission andcommitment to the community, which fully reflects the nature and spirit of universityeducation.
The three Service Learning Models in the research proved to be feasible and effectivein their integration with English curriculum. Service learning as an applied EFLmethodology is a practice within and beyond the language classroom. The learning processconstitutes learners’ language learning cycle. It is hoped that the detailed findings of thisstudy would serve as a trigger for the integration of Service Learning into English forEnglish teachers within Chinese contexts.
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