【作者】 卫茜；

【导师】 陈毅萍；

【作者基本信息】 重庆大学 ， 外国语言学及应用语言学， 2008， 硕士

【摘要】 随着教学技术在高等教育中的采用和普及,大学英语教师也被要求采用计算机辅助英语教学技术,改进英语教学。在计算机辅助英语教学环境下,大学英语教师在教学技术开发和使用中发挥着重要的作用,因而当今的焦点问题就是如何帮助大学英语教师有效的结合教学技术进行教学。然而,尽管在大学环境下可获得各种教学技术支持,教师在采用教学技术的意愿却呈现出多样性。本研究旨在发现大学英语教学中有哪些因素影响教师采用教学技术,以及这些因素如何影响到教师对技术的采用。本研究还分析了这些因素与教师使用多媒体教学技术的频率,及教师采用者类型与他们使用教学技术的频率之间有怎样的关系。希望通过该研究,能够提供有益于教师职业发展和更为广泛使用教学技术的信息。本文通过邮件将问卷调查表分发给重庆市内50名在计算机辅助英语教学环境下进行大学英语教学的教师。通过对问卷的研究检验了影响教师采用教学技术的多种因素有哪些,并发现在采用新技术过程中,大学英语教师对计算机辅助语言教学的态度和动机比其他外部因素(社会因素,机构因素,技术能力,环境等)的影响更显著。在五种技术采用者类型与使用技术频率的关系研究中发现,自选为技术先驱的教师使用教学技术的频率也最高。研究结果强调管理人员,教育机构和英语教师都应察觉到影响教师决定的各种因素,并建议管理人员能够与教师密切合作,重视教师对采用新技术的看法和担忧,为教师提供个人支持和资源共享。通过各方面的共同努力,改善计算机辅助英语教学环境,并促进英语教师结合教学技术提高大学英语教学水平。更多还原

【Abstract】 As the adoption and diffusion of technologies becomes widespread in higher education, college English teachers will be asked to adopt Computer-Assisted Language Learning (CALL). Since the role of college English teacher is crucial in the development and use of CALL, the focus is on adoption and diffusion of technologies related to teacher’s professional development that may help them effectively integrate technologies in their teaching. However, with technology seemingly available everywhere and embedded firmly in the university’s environment, teachers varied their willingness to adopt technologies.The study aims to explore what factors affect college English teachers’attitudes and decisions to adopt technologies in language teaching, and the influence of social, organizational, and personal motivational factor variables on college English teachers’adoptions of technologies. It also analyzes how these factors relate to adopter categories and frequency of technology used by teachers. A survey questionnaire has been disseminated by mails to 50 teachers teaching college English under CALL environment in Chongqing. The results of the study support previous researches that a variety of factors affect teachers’decisions to adopt technologies in language teaching, furthermore, teachers’intrinsic factors (attitudes and motivations) are found more significant in decision-making than other extrinsic factors (social factor, organizational factor, technology literacy and environment). Of the five self-identified categories, teachers identified as innovators had the greatest average technology usage in the four technologies used.The findings recommend that administrators, organizations and teachers should all be aware of these factors that affect teachers’decisions, and school administrators should work closely with college English teachers to address their beliefs and concerns about technology adoption and provide an influential level of individual supports and resources. With the joint efforts of administrators, institutions and teachers, CALL environment can be developed to assist college English teachers in incorporating technologies appropriately to promote language teaching in the classroom.更多还原