互动式多媒体听力软件的设计和评估

论文摘要

自1991年以米,个人计算机的速度和能力大幅提高,使得多媒体软件的广泛应用成为可能。多媒体软件能将文本,声音,图像,动画等多种信息形式结合在一起传递给学习者。并且这种传递方式是互动的,是由学习者控制的。多媒体的这些特点使其成为一种高效便捷的学习工具。 本文主要探讨了互动式多媒体在听力教学中的应用。首先,本文简短地回顾了CALL(计算机辅助语言学习)在近40年的发展状况。CALL学科出现于20世纪60年代,可大致分为三个阶段。然后,介绍了互动式多媒体软件设计和评估的理论基础和技术潜能。其中着重介绍了建构主义学习理论,SLA(第二语言习得)理论,以及互动式多媒体的互动性。其次,详细分析了外语听力过程中的四个基本阶段和促进听力理解的诸多因素。再次,基于一个互动式SLA学习模式,总结了关于设计互动式多媒体听力软件的七个设想,并逐个对应地阐述了多媒体计算机实现这七个设想的优势。最后,介绍并评估了我国高校广泛使用的一个多媒体听说软件——《大学英语听说教程(2)》尤其对其交互性着重进行了评,。并补充介绍了三个国际上研发较为完善的互动式多媒体听说软件。 本文通过对大学英语听说教程和国外商业听说软件的对比分析和评估,发现语音识别系统对实现多媒体软件互动性的重要作用。提出了今后的发展方向——研发基于互联网的语音识别系统,以提高多媒体软件的互动性使其能创造更理想的语言习得环境。

论文目录

• Acknowledgement
• Abstract
• 摘要
• Contents
• Introduction
• Chapter 1: A Brief Overview of CALL
• 1.1. Behavioristic CALL
• 1.2. Communicative CALL
• 1.3. Integrative CALL
• Chapter 2: Theoretical Basis and Technical Potential
• 2.1. Constructive learning: an interactive and individual process
• 2.2. Krashen's theory about SLA
• 2.3. Interactive multimedia
• 2.4. Interactivity
• 2.4.1. The varied definition of interactivity
• 2.4.2. The levels of interactivity
• Chapter 3: L2 listening Process and Factors Facilitating L2 Listening Comprehension
• 3.1. The nature of the listening process
• 3.2. Four stages in L2 listening process
• 3.2.1. Speech perception
• 3.2.2. Parsing
• 3.2.3. Inferring
• 3.2.4. Negotiating meaning
• 3.3. Factors facilitating L2 listening comprehension
• 3.3.1. Prior knowledge
• 3.3.2. Feedbacks
• 3.3.3. Inputs
• 3.3.3.1. Speech rate
• 3.3.3.2. Pauses
• 3.3.3.3. Video image
• 3.3.3.4. Subtitles
• Chapter 4: Designing Interactive Multimedia Program of L2 Listening Comprehension
• 4.1. An interactive model of SLA
• 4.2. Relevant hypotheses of instructional design from the model
• 4.2.1. Making linguistic characteristics of target language input salient
• 4.2.2. Helping learners in comprehending semantic & syntactic aspects of linguistic input
• 4.2.3. Giving learners opportunities of producing target language output
• 4.2.4. Making learners aware of the errors in their own output
• 4.2.5. Helping learners in correcting their linguistic output
• 4.2.6. Engaging learners in target language interaction
• 4.2.7. Engaging learners in L2 tasks design
• 4.3. Realization of the hypotheses through interactive multimedia program
• 4.3.1. Enhancing linguistic input
• 4.3.2. Modifying linguistic input
• 4.3.3. Providing opportunities for "comprehensible output．"
• 4.3.4. Providing opportunities for noticing errors
• 4.3.5. Providing in correcting linguistic output
• 4.3.6. Supporting modified interaction and negotiation of meaning
• 4.3.7. Helping learners acting as participants in L2 tasks
• Chapter 5: Evaluating Interactive Multimedia Programs based on the Hypotheses
• 5.1. College English listening and speaking course （2）
• 5.1.1. Basic information
• 5.1.2. A brief introduction to contents
• 5.1.3. Evaluation based on the hypotheses
• 5.2. Three commercial programs
• 5.2.1. Brief introduction
• 5.2.2. Evaluation based on the hypotheses
• Chapter 6: Conclusions
• 6.1. Findings
• 6.2. Suggestion
• Bibliography