宁波诺丁汉大学学习策略培训对解决计算机辅助语言教学环境下信息过剩问题的启示

论文摘要

信息技术和网络的不断发展在改变世界的同时也在改变人们的学习环境。计算机辅助语言教学(CALL)已普遍融入中国英语课堂内外。学生在课外上网,使用光盘或课件进行自主学习是课外自学很好的方式。CALL为学生提供了丰富多样的学习信息,但以多媒体和超媒体形式出现的大量信息可能会引起信息过剩问题,影响学生学习的效果和效率。笔者调研了CALL,信息过剩,学习策略及培训的相关理论和实证研究,在此基础上,对在西方教育体制运行下的新型大学宁波诺丁汉大学就读的中国英语学习者的课堂英语学习和课外自主学习所采取的学习策略及大学对其的策略培训进行了深入的研究,旨在为CALL环境下的中国大学英语教学改革提供启示,为培养中国大学生自主学习的能力提供方向。首先,在学年的第一周,通过问卷和访谈调查宁波诺丁汉大学中国学生英语学习策略的使用情况和对信息过剩的看法。其次,在学年末,通过第二次问卷和访谈调查学生英语学习策略的使用情况及对信息过剩的看法。最后,对宁波诺丁汉英语教育中心的整个教学理念,计划,目标,环境设施,教学及辅助活动进行考察,分析教师对学生学习策略的培养及其对学生运用学习策略克服信息过剩的影响。结果表明:中国大学生在诺丁汉大学学习初,普遍感到信息过剩,且语言学习策略运用水平较低;但经过一个学年的学习,信息过剩对学生的影响减少,且学生运用语言学习策略水平提高;在这一学年当中,诺丁汉大学把策略培训融入所有教学环节,努力提高学生的学习能力。本项研究对于中国大学英语教学的意义在于:可以考虑将策略培训融入到各个教学环节,提高学生策略使用能力,较好的利用丰富的信息,提高他们自主学习能力。

论文目录

• 摘要
• ABSTRACT
• Chapter One Introduction
• 1.1 Research Backgound
• 1.2 Research Purpose and Significance
• 1.3 Layout of the Remaining Parts of the Thesis
• Chapter Two Literature Review
• 2.1 Computer-assisted Language Learning
• 2.1.1 Some Benefits of CALL
• 2.1.2 Some Limitations of CALL
• 2.2 Information Overload
• 2.2.1 Definition of Information Overload
• 2.2.2 Characteristics of Someone Who Is Overloaded
• 2.2.3 Factors Leading to Information Overload
• 2.3 Learner Autonomy
• 2.3.1 Researches on the Concepts of Learner Autonomy
• 2.3.2 Learner Autonomy Supported by CALL Environment
• 2.3.3 Learner Autonomy, Learning Strategies and Learner Training
• 2.3.4 Fostering Learner Autonomy in Classroom Context
• 2.4 Krashen’s Input Hypothesis and Affective Filter Hypothesis
• 2.4.1 The Input Hypothesis
• 2.4.2 The Affective Filter Hypothesis
• 2.5 Language Learning Strategies
• 2.5.1 Basic Principles of Learning Strategies
• 2.5.2 Classifications of Learning Strategies
• 2.5.3 Learning Strategies to Deal with IO
• 2.6 Learning Strategy Training
• 2.6.1 Necessity of Strategy Training
• 2.6.2 Goals of Strategy Training
• 2.6.3 Principles of Learning Strategy Training
• 2.6.4 Strategy-based Instruction
• 2.7 Summary
• Chapter Three Methodology
• 3.1 Research Questions
• 3.2 Subjects
• 3.3 Instruments
• 3.3.1 Questionnaire
• 3.3.2 Interview
• 3.3.3 Observation
• 3.4 Procedure of Data Collection and Analysis
• Chapter Four Research Results to the First Three Questions
• 4.1 Results of Question One
• 4.1.1 Chinese English Learners’Perceptions to IO in CALL Environment at the Beginning of Their Study in UNNC
• 4.1.2 Chinese English Learners’Language Learning Strategy Use at the Beginning of Their Study in UNNC
• 4.2 Results of Question Two
• 4.2.1 Chinese English Learners’Perceptions to IO after One Year’s Study in UNNC
• 4.2.2 Chinese English Learners’Language Learning Strategy Use after One Year’s Study in UNNC
• 4.3 Results of Question Three
• Chapter Five Observation of the Teaching Practice of UNNC
• 5.1 Strategy-inserted Language Textbooks
• 5.2 Strategy-based Classroom Teaching
• 5.2.1 Classroom Extract of Integrated Skills Project
• 5.2.2 Classroom Extract of Academic Reading Course
• 5.3 Workshops
• 5.4 Tutorial
• 5.5 Peer Tutoring
• 5.6 Self-access Center
• 5.7 Continuing Support Center
• 5.8 Summary
• Chapter Six Discussions and Implications
• 6.1 Discussions
• 6.1.1 Discussion on Chinese English Learners’Perceptions to IO and Learning Strategy Use in CALL Environment
• 6.1.2 Discussion on the Effectiveness of UNNC’s Strategy Training Weaved into Routine Teaching in Various Ways
• 6.2 Implications
• Chapter Seven Conclusion
• 7.1 Summary of the Study
• 7.2 Suggestions for English Teaching in CALL Environment
• 7.2.1 Analyzing Students’Needs
• 7.2.2 Employing Strategy-inserted Textbooks
• 7.2.3 Encouraging Strategy-based Instruction
• 7.2.4 Integrating the Teaching of Language with New Electronic Literacy
• 7.2.5 Teachers’In-service Training
• 7.3 Limitations of the Study and Suggestions for Further Study
• Acknowledgements
• References
• Appendix