网络语境下的英语教学方式探讨.doc

网络语境下的英语教学方式探讨a research on english teaching methods aided by the internetabstract: since some universities and middle schools were appointed to launch pilot projects for the application of computer assisted language learning(call)，the research about call has been the hot topic in the field of foreign language teachingnowadays，much attention is paid to the research and practice of call in the worldcompared with foreign countries，the research on the applications of call in china，especially on the teaching of writing and reading，hasnt done much. in this case，the ideas in this paper are significant to the improvement of teaching efficiency, to the all-round heightening of students quality, and the enhancement of english teachers ability of utilizing teaching resourcesunder the circumstances of multimedia and the internet, teachers and students guided by the computer and the vast information resources can carry out language learning and get the best learning results through the good integration of teaching contents，teaching process and computer assistingin this paper, the research and the development of call are summarized. advantages of online english teaching are stated and teaching methods towards reading and writing aided by the computer are explored.key words: english teaching method; internet; reading; writing 摘要: 自从计算机辅助语言教学(computer assisted language learning简称call) 在我国部分大中学校试点以来，有关它的应用研究一直是外语教育界关注的热点。目前，call的研究和实践在国 际上受到普遍重视。相对国外，我国对计算机辅助语言教学实际应用的研究还比较滞后，尤其是在写作、阅读教学中的应用。对其进行深入研究，对于提高课堂效率，全面提高学生的素质，更好地推进素质教育，提高英语教师应用教学资源的能力等都具有十分重要的意义。在多媒体和网络辅助教学的环境下，教师和学生可以借助计算机及其广阔的资源进行语言学习，并通过教学内容、教学过程和计算机辅助的有机结合，求得最佳学习效果。本文归纳总结了网络辅助下的英语教学的研究发展，及基于网络环境下的英语教学的优势，探讨了网络环境下的英语阅读，写作的教学方法。关键词：英语教学方法；网络；阅读；写作contentsi. introduction.1ii. literature review.1a. three stages of call development made by mark warschauer.1b. the influential theory.3iii. english teaching methods based on the computer.4a. college english writing aided by the internet.41. teaching strategies.5a. guided writing.5b. free writing.6c. combination of collaborative learning and autonomous learning.62. analyze the feasibility of using the computer to aid writing teaching.8b. reading aided by the computer.101. modes of multimedia-assisted teaching in reading class.11a. classroom demonstration mode.11 b. interactive mode of teaching with multimedia and internet.11c. virtual reality teaching mode.122. implications.13iv. advantages of computer assisted language learning.13v. conclusion.15works cited.16 a research on english teaching methods aided by the interneti. introduction with the development of technology and the introduction of network-based language learning, the face of computer assisted language learning (call) has changed enormously. call has developed from its simplest application form-multimedia to internet. the internet and the rise of computer-mediated communication in particular have reshaped the uses of computers for language learning.in terms of english as a foreign language（efl）in china, it has been continuously criticized for its inefficiency. despite many years of effort, most english learners in china are not able to use the language in real communications. it is particularly true for college english learning. there is an urgent need for the reform of traditional learning model in order to meet the requirements of the society. the only way to truly improve the learning outcomes for many english learners in china is to maximize the use of technology, especially network, in the traditional classroom. in this paper, the relevant theory is introduced and the research and the development of call are summarized. based on its advantages, the paper discusses how teachers apply the computer to carry out college english writing and reading teaching.ii. literature review new technology such as the computer and the internet gives us new trend to solve the problem of how to change from the traditional teacher-centered instruction to communicative, student-centered language learning. the internet and the rise of computer-mediated communication in particular have reshaped the use of computer for language learning.this part includes an overview of the development of call, and the relevant theory.a. three stages of call development mmade by mark warschauer mark warschauer(234)divides the development of call into three phases：behavioristic call, communicative call, and integrative call.behavioristic call: in 1950s, b.e skinner advanced this movement by advocating the use of teaching machines for individualized instructionin 1960s and 1970s，based on the behaviorist learning theory, behavioristic call was implemented，which entailed the repetition of language skillsprograms of this time expected learners to learn the target language through a process of habit-formation, that is，practicing and drilling the key structural patternscomputers are ideal tools for repeated drillsbecause machines do not get bored with presenting the same material and can provide immediate feedbackthis kind of drill and practice courseware is based on the model of computer as tutor (taylor 56)in other words，computers function as a vehicle for delivering instructional materials to the learners(waschauer 142)however, the decline of behaviorism undermined behavioristic callin the late 1978 and early 1980s, it was gradually replaced by communicative callcommunicative call: the early 1980s saw a boom in call largely due to the introduction of microcomputers(levy 78)new technology coupled with emerging of new teaching theory and methodology moved call away from behavioristic approach into communicative call phase. proponents of this approach argued that the drill and practice of behavioristic call did not provide opportunities for authentic communicationthe major advocator of this new approach is john underwoodin 1984，he proposed a series of “premises for communicative call”(underwood 108)in addition to computer as tutor, two other call modelscomputer as stimulus and computer as toolwere produced for communicative activitiesin the model of computer as stimulus, programs such as simcity and where in the world is san diego are used to stimulate learners discussion, writing, or critical thinkingin the other model，programs do not necessarily provide any language material at all，but empower the learner to use or understand languageexamples of computer as tool include word processor, spelling and grammar checkersintegrative call: the development of integrative approach to call owes much to constructivismconstructivists assume that within the realm of constructivism learners have to construct their own knowledge individually and collectivelypiaget and vlygotsky are the eminent contemporaries who developed the educational constructivist ideasin this period，integrative call has focused on interaction，communication，and authentic materialsit is quite different from the previous onesthe appearance of network makes it possible for learners to interact with others via computers.b. the influential theorythe computer itself can do neither good nor harm. powerful as it is, the computer is merely a tool. its effectiveness in college english teaching depends on the way teachers use it. to integrate computers successfully into college english writing and reading, new teaching concepts are also important. the theory is influential in call use in college english teaching. it is constructivism.constructivism is basically a theorybased on observation and scientific studyabout how people learn. it refers to the idea that learners construct knowledge for themselveseach learner individually (and socially) constructs meaningas he or she learns. constructing meaning is learning. it says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. when a learner encounters something new he has to reconcile it with his previous ideas and experience, maybe changing what he believes, or maybe discarding the new information as irrelevant. in any case, he is an active creator of his own knowledge. constructivism holds the view that teachers help students to construct knowledge rather than to reproduce a series of facts. the constructivist provides teachers tools such as problem-solving and inquiry-based learning activities with which learners formulate and test their ideas, draw conclusions and inferences, and pool or convey their knowledge in a collaborative environment. teachers select tasks which reflect their beliefs about teaching and learning. learners interpret tasks in ways that are meaningful and personal to them as individuals. the task is therefore the interface between teachers and learners. teachers and learners also interact with each other; the way that teachers behave in classrooms reflects their values and beliefs, and the way in which learners react to teachers will be affected by the individual characteristics of the learners and the feelings that the teacher conveys to them. these three elements: teacher, task and learner are in this way a dynamic equilibrium. meanwhile, the context in which the learning tasks place will play an important part in shaping what happens within it. this includes the emotional environment, the physical environment, the whole school ethos, the wider social environment, the political environment and the cultural setting.constructivism casts light on the application of multimedia and internet. there are some revelations to the class assisted by multimedia and internet:all learning activities should be related to tasks, that is, learning activities will be performed with clear aims. thus, the real needs to solve problems are to motivate learners to construct related information.learners should reflect and come up with questions upon learning contents, or repeat others questions in their own words. by this way, question-proposing can be a stimulus to learning and even help learners learn voluntarily.constructivists emphasize the key role of environment. teacher should try best to set up authentic learning environment and ask learners to learn with tasks similar to that in real life. an authentic learning environment provides a context that reflects the way knowledge and skill will be used in real life. it will resemble the real world with real-world complexity and limitations, and provide options and possibilities that are present in real life. (herrington and oliver 452).class assisted by multimedia and internet should embody interactivity. learners should have opportunities to take initiative to choose what to learn and how to learn. the teacher is to provide effective context for learning. however, the advocating of initiative possessed by learners does not mean their activities are all effective. when they are in trouble, the teacher will give a hand. the role of the teacher is not simple to offer answers, but to provide demonstration and consultation.design of courseware used for multimedia must comply with not only teaching requirements, but also the features of learners perception and attention, for example, limiting the literal texts on screen, combining graphics, making use of video clips, sounds and animations, etc. adopting techniques to stimulate learners motivations. in addition, in order to arouse learners attention, significant information should be emphasized by frame, color, flash, animation and sound. thus, learners will have interest to construct and explore meanings by themselves. iii. english teaching methods based on the computer a. college englishwriting aided by the internetaccording to college english writing principle, our teaching tasks go from easy to difficult, and students write from imitating to creating, improving step by step. compared with the traditional english writing teaching, the new teaching method aided by computer has its advantages and feasibility. here a new program (college english writing aided by the computer) will be introduced, which it can bring some benefits for our teachers and students. it encourages teachers to create authentic writing environment for students, to promote their writing interest, to provide useful support so that they can improve writing competence, as well as computer literacy and learner autonomy. 1. teaching strategiesa. guided writing nowadays there are many writing websites where teachers can download all kinds of exercises. one is the text-repair type exercise that may require the student to modify or correct text to address redundancy, misspelling, grammatical error and fact. another is the “cloze” type exercise. the making and moving functions of word processors can be used in exercises that require students to order jumbled text. such exercises provide practice in the recognition and understanding of the use of discourse markers (cunningham 234).teachers may put the exercises on the webpages, or they send them directly to students via e-mail. each exercise practices a certain part of writing, from sentence level to paragraph level and to passage level. teachers may design a certain such exercises to solve the most common problems students encounter writing or doing natural communication.for example, you may send out an e-mail to support self-introduction. in the e-mail, you may writeyou are introducing yourself to a pen friend, complete this letter with reference to your own likes and dislikes, etc.i would like to tell you something about myself. one of the things i like doing most (when i have time) is i am also very fond ofand i quite likeas well, although i am not very interested in eitherornor do i really like as for,i absolutely hate it! (liu 34) when we ask students to write a short passage according to a given topic, be sure to instruct them to write stage by stage. process approaches are premised in the notion that writing is an interactive process including stages of prewriting, planning, drafting, reflection, peer/tutor review, revision, additional research or idea generation, editing and proofreading. stages of the writing process can happen in various orders at different points. teachers can help clarify students misconceptions about writing by explicitly teaching the stages. students must be aware that the hand-in materials include a record of brainstorming, an outline, as well as the first, second drafts and the final product.out of the need of tests and real communication as well, the students would have more interests in the guided writing.b. free writingstudents tend to be more motivated to write for real reasons-communicating with a friend about a mutual interest, writing reports to represent in class, writing to a magazine or for a magazine, preparing information for a bulletin board, taking part in an on-line discussion or debate. in these situations, there is not only a real audience, or readership, but also a great quantities, and the student writer will take care to address this readership appropriately, attractively or persuasively as the need is perceived. teachers use e-mail to send out writing assignments or guidelines, to collect students compositions or to send back the corrected ones. they also encourage students to communicate with each other; or they may help their students find proper key pals around the word, and encourage them to keep in contact with them via email by concerning this process and giving immediate suggestions. key pal communication may be focused on personal or culture exchange. we may also join teachers forum (e.g. ) and seek appropriate pen pals for our students. here lists some popular sites, which support key pal communication projects: http:/www.c; http:/www.stolaf; / (a large free pen-pals site where you fill in details about yourself and indicate whether you want pen-pals of the same or opposite gender.); (one of the largest free pen-pal sites on the internet; you can select contacts by age and country.) (liu 36).personal essay is a good place to start with. personal essay belongs to exploratory writing, which is “personal and informal when compared to exploratory or argumentative writing” (read 365, quoted in zhuliya 29-33). it is chiefly based on writer own memories, experiences, opinions about a certain person and includes the forms of journal, diary, autobiography and the like.c. combination of collaborative learning and autonomous learningmost english writing activities should be conducted after class, thus it will not work without autonomous learning. learner autonomy stresses the fact that the learner is willing to and capable of taking charge of his or her own learning. students should arrange his own time properly and accomplish his work in time. they must be independent learners.while focusing on autonomous learning, which doesnt mean a learner should work isolated, they must work collaboratively at the same time, particularly at the stage of pre-writing and revision. “writing is both a social and