CALL: Implications for English Major Education

【作者】 张舒婷；

【导师】 朱小美；

【作者基本信息】 安徽大学 ， 英语语言文学， 2004， 硕士

【摘要】 近年来，专家学者普遍认为计算机辅助语言学习能够有效地促进第二语言习得(例如：Egbert，1999；Gu，1995；Jonassen，1999；Kenning&Kenning，1990；Pennington，1996；Warschauer，2000；etc．)。本文探讨了在中国这一环境中计算机辅助学习“基础英语”课程的教学项目对英语专业学生在学习动机、学习自主性、学习策略和交互合作式学习四个方面的影响。通过对这些影响的探索，本文旨在提高我们设计计算机辅助语言学习项目的能力，从而为语言学习者提供一个最优化的环境，并使得计算机辅助语言学习项目能够更有效地促进语言学习。本文是以建构主义学习观为理论基础的。 本课题同时采用了定量和定性研究的方法。定量研究材料来源于对30名安徽大学英语专业学生的两次问卷调查。这些学生于2002—2003学年参加了为期一年的“基础英语”课程计算机辅助语言学习项目试验。另外，还将在此次试验中对学生的采访、学生在论坛上发表帖子的记录、学生的学习报告和作者的观察笔记作为定性研究的材料，以此来分析学生变化的过程和原因。 主要研究结果归纳如下： ·计算机辅助语言学习有效地激发了学习者的学习动机； ·计算机辅助语言学习有效地提高了学习者的学习自主性； ·计算机辅助语言学习有效地丰富了学习者的学习策略； ·计算机辅助语言学习有效地增强了学习者的交互合作式学习。 以上研究结果表明，计算机辅助语言学习在中国这一环境下有效地促进了学习者的第二语言学习，许多具体实施问题值得进一步研究。最后，论文结合中国的英语教学情况提出了一些应用启示和该研究有待改进之处。更多还原

【Abstract】 Computer assisted language learning (CALL) has been taken as an ideal way to facilitate second language acquisition in recent years (e.g. Egbert, 1999; Gu, 1995; Jonassen. 1999; Kenning & Kenning. 1990; Pennington. 1996; Warschauer, 2000; etc.). This thesis investigates the effects of a computer-assisted "Fundamental English" course teaching program on the development of English-majors’ motivation, learner autonomy, ning strategies and interactive & cooperative learning in a Chinese context. By exploring its impact on learners, this thesis aims to improve our ability to design CALL programs that can create optimized language environment for learners so that we can implement such programs more effectively in future. The theoretical base for this study is a constructivist view of learning.In the study, both quantitative and qualitative methods are employed. The quantitative data are collected from two surveys of 30 first-year English major students who have undergone a computer assisted "Fundamental English" course teaching program in the academic year of 2002-2003 at Anhui University, China. Besides, interviews, the subjects’ forum records, the subjects’ reports and writer’s observation notes are employed as qualitative data in order to gain insights into the process and underlying reasons of learner changes. The major findings of the study can be summarized as follows:CALL environment uplifts learners’ motivation;CALI environment improves learners’ autonomy;CALL environment enriches learners’ learning strategies; CALL environment enhances learners’ interactive & cooperative learning.Based on the findings, the writer concludes that CALL does facilitate EFL learning in the Chinese context and thus its related issues are worth further researching. Thethesis finally reveals some implications for effective application of CALL in the Chinese context and points out some limitations of this study.更多还原