计算机辅助外语教学环境下媒体、教师、学生三者的角色及相互关系研究

论文摘要

随着现代教育技术广泛应用于教学，各高校正用以计算机网络为核心的现代教育媒体逐步代替传统教育媒体来提高大学英语教学质量，计算机辅助外语教学得到引入，各校也纷纷建网。目前，虽然已有许多学者对高校使用计算机辅助大学英语教学的情况加以了研究，但是从系统的观点出发，将教师、学生及以计算机网络为核心的教学媒体三者紧密联系，探讨其合理协调互动的理论和实践的文献还较少。在此背景下，本文作者在文献研究的基础上从媒体、教师、学生三者的关系入手，以媒体的作用为切入点，主要通过问卷调查的形式对作者所在高校大学英语教学中使用计算机辅助外语教学的情况加以调查，考察教学中媒体功能发挥情况和师生对其认识情况，探讨影响计算机辅助教学效果的因素及更好发挥媒体功能的方法。全文共分为五章。第一章介绍了本研究的背景、本研究的目的与意义，并对文中涉及的一些关键词语加以了解释。第二章对相关文献进行了回顾。第三章提出了本文的主要观点，即媒体、教师、学生三者各自作用的充分发挥及其相互之间协调互动的关系是高校使用计算机辅助大学英语教学达到良好效果之关键所在；在此基础上，作者阐述了对三者各自作用及其相互之间协调互动的关系的基本认识。第四章是调查研究部分。本研究采取定量和定性研究相结合的研究方法，研究对象为作者所在高校若干名非英语专业学生及大学英语教师。本研究通过调查问卷，主要考察了本校大学英语教学中媒体功能发挥情况和师生对其认识情况，探讨影响计算机辅助教学效果的因素及更好发挥媒体功能的方法。第五章是文章的结论部分。作者指出了本研究对大学英语教学的意义及本研究的局限性与存在的不足。

论文目录

• 摘要
• ABSTRACT
• Chapter 1 Introduction
• 1.1 Background of the study
• 1.2 Significance of the study
• 1.3 Definitions of terms
• 1.3.1 Medium and instructional media
• 1.3.2 Instructor and learner
• 1.3.3 CAI, CAL and CALL
• 1.4 Organization of the thesis
• Chapter 2 Literature review
• 2.1 Instructional media
• 2.1.1 Traditional and modern instructional media
• 2.1.2 Development of computer technology
• 2.1.2.1 Mainframe computers-based CALL
• 2.1.2.2 Microcomputers-based CALL
• 2.1.2.3 Internet-based computers
• 2.2 Means of instructional organization and corresponding instructor-learner relationship
• 2.2.1 Master and apprentice under individual instruction
• 2.2.2 Instructor-learner relationship under class instruction
• 2.2.3 Instructor-learner relationship under computer-based education
• 2.3 Theories related to CALL
• 2.3.1 Psychology and linguistics
• 2.3.2 Learning theories
• 2.3.2.1 Behaviorist theory
• 2.3.2.2 Cognitivist theory
• 2.3.2.3 Constructivist theory
• 2.3.3 Teaching methodologies
• 2.3.4 Present theories in dominance
• 2.4 Summary
• Chapter 3 Medium, Learner and Instructor under CALL
• 3.1 A systematic viewpoint toward EFL system
• 3.1.1 EFL system
• 3.1.1.1 Structure and function of system
• 3.1.1.2 Structure and function of EFL system
• 3.1.2 Entirety theory
• 3.1.3 How to optimize EFL system—a study using the Entirety theory
• 3.1.3.1 Bring the functions of individual elements into full play
• 3.1.3.2 Optimizing the system structure—the interrelation among its elements
• 3.2 Medium, learner and instructor under CALL
• 3.2.1 Computer- and classroom-based multimedia EFL model
• 3.2.2 Computer's role
• 3.2.2.1 Computer as tutor
• 3.2.2.2 Computer as tool
• 3.2.2.3 Computer as tutee
• 3.2.3 Learner's role
• 3.2.3.1 Learner as active meaning constructor
• 3.2.3.2 Learner as peer coach
• 3.2.4 Instructor's role
• 3.2.4.1 Instructor as learner alongside their students
• 3.2.4.2 Instructor as facilitator of the learning process
• 3.2.4.3 Instructor as researcher
• 3.2.5 Interrelation of the three
• 3.2.5.1 The teacher and the learner accepting the computer as necessary
• 3.2.5.2 The teacher and the learner recognizing each other's roles under CALL
• 3.2.5.3 The teacher and the learner interacting with the computer
• 3.2.5.4 Participants interacting through computers
• 3.3 Summary
• Chapter 4 The present study
• 4.1 A general description of the present study
• 4.2 Research design
• 4.2.1 Research questions
• 4.2.2 Methodology
• 4.2.3 Questionnaire design
• 4.2.4 Subjects
• 4.3 Data collection and analytical methods
• 4.4 Data analysis
• 4.4.1. Result and analysis from the questionnaire for teachers
• 4.4.1.1 Preparation for CALL applications
• 4.4.1.2 Teacher's awareness of the available CALL facilities on campus and their evaluation of them
• 4.4.1.3 Reality of the teacher's CALL practice
• 4.4.1.4 Teacher's attitudes toward computers and CALL
• 4.4.1.5 Faculty training in CALL applications and theory
• 4.4.2 Result and analysis from the questionnaire for learners
• 4.4.2.1 Learner's computer experience
• 4.4.2.2 Learner's general beliefs in English learning
• 4.4.2.3 Learner's experience of CALL application in class
• 4.4.2 4 Learner's experience of CALL application outside the classroom
• 4.4.2.5 Learner's impression of their CALL experience
• 4.5 Findings and discussions
• 4.5.1 CALL implementation being taking place
• 4.5.2 Gap between the reality and the ideal CALL application
• 4.5.3 Possible causes of the gap
• 4.5.3.1 From the perspective of CALL facilities
• 4.5.3.2 From the perspective of the teacher
• 4.5.3.3 From the perspective of the learner
• Chapter 5 Conclusion
• 5.1 Pedagogical implications
• 5.1.1 From the perspective of the school administrative section
• 5.1.2 From the perspective of the teacher
• 5.1.3 From the perspective of the learner
• 5.2 Limitations and suggestions
• 5.2.1 Limitations of the study
• 5.2.2 Suggestions for further research
• Bibliography
• Appendix
• 成果简介
• Acknowledgements