外语教学中的信息技术梁茂成.ppt

,外语教学中的信息技术过去,The language laboratory in the Behaviorist period (1960s -): the teaching machine,The latest language teaching technology became synonymous with the latest language teaching pedagogy. What mattered most was technology and not pedagogy. Advances in computer hardware and software ignored advances in language pedagogy and SLA theories.,外语教学中的信息技术过去,Underwood (1984: 33),“This technology will revolutionise the teaching of foreign languages; it will bring pedagogy up to date with technology.” “Finally we have a means for true indivisualised practice: one-to-one, self paced, without need for supervision. Students can practice what they want, whenever they want, for as long as they want.” “These devices will do all the things the teacher has neither the time nor the inclination to do; at last we can take drill out of the classroom.”,外语教学中的信息技术过去,CALL research in the late 1980s and the 1990s found:,Technology on its own is not the panacea for foreign language pedagogy; Efficient foreign language pedagogy is only possible if it is grounded on sound theoretical foreign language pedagogy.,外语教学中的信息技术现在,The communicative approach, its principles:,Communicative competence; Meaningful practice rather than mechanical practice; Use of the target language; Implicit grammar; Modeling instead of correcting; Low-anxiety atmosphere; ,外语教学中的信息技术现在,The communicative CALL (Underwood 1984):,Activities will focus on acquisition practice (using forms to communicate) rather than learning practice (forms themselves); Grammar will always be implicit (built into the lesson or activity), though explicit grammar explanation will be available on a call-up basis; Activities should require students to take a creative action in the target language (or to produce a response based on comprehension of an utterance) rather than manipulating prefabricated language;,外语教学中的信息技术现在,The communicative CALL (Underwood 1984):,Activity feedback will not aim at correcting or evaluating each response: “raise expectations for competence in communication”; Activity feedback will avoid telling students incorrect answers just as “wrong”: provide help and give hints; Activities and instructions should be written in the target language;,外语教学中的信息技术现在,The communicative CALL (Underwood 1984):,CALL activities should be flexible, not based on the principle that every stimulus has one and only response; CALL activities should allow students to explore the subject matter. An environment should be provided where discoveries can be made. CALL activities should create a context in which using the target language feels natural;,外语教学中的信息技术现在,The communicative CALL (Underwood 1984):,CALL software is not an electronic book (CALL activities will aim at doing things books cannot); CALL software should be fun and attractive (try to avoid drill exercises).,计算机辅助外语学习总体原则,CALL is not an issue separate from other forms of language teaching and learning;,General guidelines for CALL tasks: technology or pedagogy? 参照Bangs & Cantos (2004),计算机辅助外语学习总体原则,CALL should put the learner at the center of the process;,计算机辅助外语学习总体原则,CALL exists for learners, not teachers;,计算机辅助外语学习总体原则,CALL should be adaptive;,计算机辅助外语学习总体原则,CALL should harness technology, not serve it;,计算机辅助外语学习总体原则,CALL should engage and motivate the learner;,计算机辅助外语学习总体原则,CALL should r