非语言符号在多媒体辅助外语教学中的优化作用
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摘要
随着信息技术的飞速发展，外语教学信息化已经成为时代的要求，多媒体辅助外语教学（MAFLT）也成了适应这一发展趋势的一种教学模式。然而， MAFLT发展状况如何？对其产生巨大影响的因素又是什么呢？这些都是倍受人们关注的问题。国内外一些学者和教师虽然已经从硬件设备、软件开发、教师技能等不同角度去探讨这些问题，但是很少有人注意到非语言符号的运用对MAFLT 所产生的影响并对其进行系统的研究。为此，本文专门讨论非语言符号在MAFLT中的作用和特征。其意义有二：理论上，在一定程度上拓宽和丰富多媒体和非语言符号综合利用的研究范围和内容；实践上，能帮助外语教学工作者充分认识非语言符号的作用，从而积极利用非语言符号优化多媒体辅助外语教学。
本文由五个部分组成。第一部分在回顾多媒体的发展和非语言符号的研究状况之后，我们指出MAFLT是现代外语教学的发展趋势，多媒体的研究成果推动了非语言符号在MAFLT的应用，而对非语言符号功能特征的进一步研究将对MAFLT产生积极的影响。
文章的第二部分首先对MAFLT和非语言符号的定义进行了阐述。在综述国内外人士的研究成果之后，指出多媒体系统有以下功能特征：庞大的记忆系统和超媒体软件、丰富的信息表达方式有利于激发学生积极的情感因素、创造真实的交际情境和培养学生的思维能力。强调了非语言符号的四个特征：可靠性、言简意赅、信息丰富以及艺术美，并认为这两种特征的结合运用将有利于提高外语教与学的效果。
为了进一步了解非语言符号在多媒体辅助外语教学中的具体作用及对学生产生的影响，我们对广西师范大学外国语学院的55名本科生和广西宾阳中学的76名高三学生进行了专题性问卷调查。调查结果表明，大部分的学生认为非语言符号的应用有助于优化听说读写教学。同时也发现目前MAFLT中存在非语言符号运用不当等问题。因此，我们指出必须以传播学、传播美学、认知心理学、图式理论、多媒体教学理论等为理论基础，结合自身的教学实际，进一步优化教学效果：
（1）利用非语言符号优化教学材料。从传播美学理论出发，利用非语言符号富有表现力和艺术美的特征，优化课件制作，刺激学生的审美感官，提高学生的学习兴趣，使教学过程转化为审美过程，从而使学习效果在审美过程中突显出来；从学生的年龄和心理特征角度考虑，科学使用非语言材料，优化教学效果；以图式理论为依据，利用非语言符号优化教学内容，构建语言信息，向学生提供更多的教学信息和背景知识，以丰富学生的知识结构。
（2）以传播学理论、教学论和认知心理学理论为指导，利用非语言符号控制教学过程，使非语言符号富有感染力和交际功能的特点能加强师生之间、学生之间的交流；利用非语言符号优化课堂组织，为学生增加参与机会，活化整个学习过程。
（3）依据教学理论，更新教学观念，将非语言符号合理地用于MAFLT，并结合传统教学模式的优点，完善MAFLT教学模式，提高教学效率。
非语言符号如果得到正确使用必定是优化多媒体教学的一个重要因素。在研究中我们还发现，非语言符号在培养学生学习策略、优化学习过程和学习环境等方面都起积极作用。诚然，本文只是对非语言符号在教学中的优化作用作了初步的探讨，还有很多问题有待进一步研究。
With the rapid development of the information technology, foreign language informanization has become a need of the times, and Multimedia Assisted Foreign Language Teaching (MAFLT) is the model that meets this developing trend. But how is the current MAFLT going on? And what has the significant impacts on its development? These are the fundamental issues that people are greatly concerned about. A number of scholars and teachers have tried to deal with these problems from different aspects, such as hardware equipment, software technology and teacher's repertoires. Unfortunately, only a little attention has been paid to the impacts from nonverbal signs. Therefore, this thesis aims to discuss the application and characteristics of nonverbal signs in MAFLT. The significance of the present study is to theoretically broaden the field and enrich the study of MAFLT and the integrative application of nonverbal signs, and practically to help teachers with more efficient application of nonverbal signs in MAFLT.
This thesis is mainly composed of five parts, In Part I, by making a broad review on the development of media and the study of nonverbal signs, we point out that MAFLT is the developing trend of FLT. The findings from the study of multimedia have pushed on the application of nonverbal signs, and a further study of nonverbal signs will have a significant impact on MAFLT.
In part II, we first deal with the definitions of MAFLT and nonverbal signs. Referring to some researches from abroad and at home, we point out the features of multimedia system: the large memory system and hyper-media software, the various representing forms to stimulate students' affective factors, to create authentic communicative contexts, and to develop the students' ability of thinking. We also discuss the features of nonverbal signs: fidelity, conciseness and comprehensiveness, information in abundance and beauty of art. Considering the features of the two notions, we believe that the combined use of multimedia and nonverbal signs in MAFLT can improve the outcome of foreign language teaching and learning.
In order to find out the efficiency of nonverbal signs in MAFLT, we have conducted a special survey study among 55 undergraduates from the College of Foreign Studies, Guangxi Normal University and 76 senior students from the Binyang Middle School, Guangxi in the form of questionnaire. The findings have proved that most of the students think that nonverbal signs can help us optimize MAFLT in terms of listening, speaking, reading and writing. However, we also find out such problems as the inappropriate application of nonverbal signs in MAFLT. Therefore, we must try to realize the further optimization of MAFLT on the basis of the theories of communications, communication aesthetics, schema, cognitive psychology, etc. and personal experience:
(1) Try to optimize course materials by applying nonverbal signs. From the perspective of the communication aesthetic theory, we use nonverbal signs to help us optimize courseware design owing to their great expressive force and beauty of art, which can stimulate the aesthetic senses of students and lead to the effective learning in their aesthetic activities in class; according to the psychological theory, we must choose the nonverbal materials to meet the psychological demand of students and the needs of teaching for the purpose of optimizing our teaching; according to the schema theory, nonverbal signs can help us optimize teaching materials, construct language information and provide students with more instructional information and background knowledge so as to enrich their knowledge structures.
(2) In the light of the theories of communication study, pedagogy and cognitive psychology, we must try to control teaching procedure scientifically. Owing to the power of appealing and communicative function, nonverbal signs can on one hand be used to reinforce the interaction between teacher and students and between students themselves and on the other hand, to optimize classroom control
本文由五个部分组成。第一部分在回顾多媒体的发展和非语言符号的研究状况之后，我们指出MAFLT是现代外语教学的发展趋势，多媒体的研究成果推动了非语言符号在MAFLT的应用，而对非语言符号功能特征的进一步研究将对MAFLT产生积极的影响。
文章的第二部分首先对MAFLT和非语言符号的定义进行了阐述。在综述国内外人士的研究成果之后，指出多媒体系统有以下功能特征：庞大的记忆系统和超媒体软件、丰富的信息表达方式有利于激发学生积极的情感因素、创造真实的交际情境和培养学生的思维能力。强调了非语言符号的四个特征：可靠性、言简意赅、信息丰富以及艺术美，并认为这两种特征的结合运用将有利于提高外语教与学的效果。
为了进一步了解非语言符号在多媒体辅助外语教学中的具体作用及对学生产生的影响，我们对广西师范大学外国语学院的55名本科生和广西宾阳中学的76名高三学生进行了专题性问卷调查。调查结果表明，大部分的学生认为非语言符号的应用有助于优化听说读写教学。同时也发现目前MAFLT中存在非语言符号运用不当等问题。因此，我们指出必须以传播学、传播美学、认知心理学、图式理论、多媒体教学理论等为理论基础，结合自身的教学实际，进一步优化教学效果：
（1）利用非语言符号优化教学材料。从传播美学理论出发，利用非语言符号富有表现力和艺术美的特征，优化课件制作，刺激学生的审美感官，提高学生的学习兴趣，使教学过程转化为审美过程，从而使学习效果在审美过程中突显出来；从学生的年龄和心理特征角度考虑，科学使用非语言材料，优化教学效果；以图式理论为依据，利用非语言符号优化教学内容，构建语言信息，向学生提供更多的教学信息和背景知识，以丰富学生的知识结构。
（2）以传播学理论、教学论和认知心理学理论为指导，利用非语言符号控制教学过程，使非语言符号富有感染力和交际功能的特点能加强师生之间、学生之间的交流；利用非语言符号优化课堂组织，为学生增加参与机会，活化整个学习过程。
（3）依据教学理论，更新教学观念，将非语言符号合理地用于MAFLT，并结合传统教学模式的优点，完善MAFLT教学模式，提高教学效率。
非语言符号如果得到正确使用必定是优化多媒体教学的一个重要因素。在研究中我们还发现，非语言符号在培养学生学习策略、优化学习过程和学习环境等方面都起积极作用。诚然，本文只是对非语言符号在教学中的优化作用作了初步的探讨，还有很多问题有待进一步研究。
With the rapid development of the information technology, foreign language informanization has become a need of the times, and Multimedia Assisted Foreign Language Teaching (MAFLT) is the model that meets this developing trend. But how is the current MAFLT going on? And what has the significant impacts on its development? These are the fundamental issues that people are greatly concerned about. A number of scholars and teachers have tried to deal with these problems from different aspects, such as hardware equipment, software technology and teacher's repertoires. Unfortunately, only a little attention has been paid to the impacts from nonverbal signs. Therefore, this thesis aims to discuss the application and characteristics of nonverbal signs in MAFLT. The significance of the present study is to theoretically broaden the field and enrich the study of MAFLT and the integrative application of nonverbal signs, and practically to help teachers with more efficient application of nonverbal signs in MAFLT.
This thesis is mainly composed of five parts, In Part I, by making a broad review on the development of media and the study of nonverbal signs, we point out that MAFLT is the developing trend of FLT. The findings from the study of multimedia have pushed on the application of nonverbal signs, and a further study of nonverbal signs will have a significant impact on MAFLT.
In part II, we first deal with the definitions of MAFLT and nonverbal signs. Referring to some researches from abroad and at home, we point out the features of multimedia system: the large memory system and hyper-media software, the various representing forms to stimulate students' affective factors, to create authentic communicative contexts, and to develop the students' ability of thinking. We also discuss the features of nonverbal signs: fidelity, conciseness and comprehensiveness, information in abundance and beauty of art. Considering the features of the two notions, we believe that the combined use of multimedia and nonverbal signs in MAFLT can improve the outcome of foreign language teaching and learning.
In order to find out the efficiency of nonverbal signs in MAFLT, we have conducted a special survey study among 55 undergraduates from the College of Foreign Studies, Guangxi Normal University and 76 senior students from the Binyang Middle School, Guangxi in the form of questionnaire. The findings have proved that most of the students think that nonverbal signs can help us optimize MAFLT in terms of listening, speaking, reading and writing. However, we also find out such problems as the inappropriate application of nonverbal signs in MAFLT. Therefore, we must try to realize the further optimization of MAFLT on the basis of the theories of communications, communication aesthetics, schema, cognitive psychology, etc. and personal experience:
(1) Try to optimize course materials by applying nonverbal signs. From the perspective of the communication aesthetic theory, we use nonverbal signs to help us optimize courseware design owing to their great expressive force and beauty of art, which can stimulate the aesthetic senses of students and lead to the effective learning in their aesthetic activities in class; according to the psychological theory, we must choose the nonverbal materials to meet the psychological demand of students and the needs of teaching for the purpose of optimizing our teaching; according to the schema theory, nonverbal signs can help us optimize teaching materials, construct language information and provide students with more instructional information and background knowledge so as to enrich their knowledge structures.
(2) In the light of the theories of communication study, pedagogy and cognitive psychology, we must try to control teaching procedure scientifically. Owing to the power of appealing and communicative function, nonverbal signs can on one hand be used to reinforce the interaction between teacher and students and between students themselves and on the other hand, to optimize classroom control
引文
Arnold, Jane. 2000. Affect in Language Learning [M]. Beijing: Foreign Language Teaching and Research Press.
Chapelle, Carol A. 2001. Computer Applications in Second Language Acquisition: Foundations for Teaching, Testing and Research [M]. Cambridge: Cambridge University Press.
Guo Lihua. 1999. Using Pictures in the Language Classroom [C]. Teaching English in China (No.34).
Harmer, Jeremy. 2000. How to Teach English [M]. Beijing: Foreign Language Teaching and Research Press.
Hicks, Ronald G. & John C. Merrill. 1977. A Survey of Mass Communication [M]. Louisiana: Pelican Publishing Company.
Hu Zhuanglin et al. 1997. Linguistics: A Course Book [M]. Beijing: Peking University Press.
Jacques, C. 1996. 刘道义主编. Senior English for China [M]. Beijing: the People's Education Press.
Jiang Hemei. 1997. Teaching with Video in an English Class [J]. English Teaching Forum (No.2).
Li Ming. 1994. Body Language in ELT [J]. Modern English Teacher (No.1),
Moore, Kenneth D. 1992. Classroom Teaching Skills [M]. N.Y: Mc Graw-Hill, Inc.
Poole, Dernard J. 1995. Education for an Information Age: Teaching in the Computerized Classroom [M]. Madison, Wisconsin, Dubuque, Lowa: Brown and Benchmark Publishers.
Robert and Jolene Gear. 1988. Incongruous Visual for the EFL Classroom [J]. English Teaching Forum (No. 2).
Rouet, Jean-Fran?ois et al. 2001. Multimedia Learning: Cognitive and Instructional Issues [M]. UK: Pergamon.
Samovar, Larry A. and Richard E. Porter. 1985. Intercultural Communication: A Reader (5th ) [M]. California: Wadsworth Publishing Company.
Williams, Marion & Robert L. Burden. 2000. Psychology for Language Teachers [M]. Beijing: Foreign Language Teaching and Research Press.
Yoder, Donald et al. 1993. Creating Competent Communication [M]. USA: WCB. Brown & Benchmark Publishers.
Zillman, Dolf (ed.). 2000. Media Entertainment: the Psychology of its appeal [M]. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
毕继万，1999，《跨文化非语言交际》[M]，北京：外语教学与研究出版社。
David Crystal著，任明等译, 1988 ，《剑桥语言百科全书》[M]，剑桥大学出版社。
董天策，1995，《传播学导论》[M]，成都：四川大学出版社。
高蕴琦，1992，《教育传播学》[M]，上海：上海教育出版社。
顾明远，1999，《教育技术》[M]，北京：高等教育出版社。
何高大，2000，现代语言学与多媒体辅助外语教学[J]，《外语电化教学》第3期。
胡庚申，曹莉，2000，《中国语境下的高校英语教学》[C]，北京：清华大学出版社。
胡隆，2001，《计算机辅助外语教学——多媒体和网络的应用》[M]，上海：上海外语教育出版社。
计算机辅助学科教学编委会编，2001，《计算机辅助英语教学》[M]，北京：人民教育出版社。
黎加厚，2002，《多媒体课件设计、开发与应用》[M]，上海：上海教育出版社。
李学农，丁彦青，温玲，1998，《多媒体教学优化设计》[M]，广州：广东高等教育出版社。
马国力主编，2002，《体育英语》(Sport English)[M]，北京：外语教学与研究出版社。
南国农，李运林，1998，《电化教育学》[M]，北京：高等教育出版社。
任晓晋，邹为诚主持改编，1999，《走遍美国》(Family Album, U.S.A) [M]，武汉：湖北教育出版社。
沈建平，1999，《现代教学媒体应用》[M]，北京：知识出版社。
王西巧，2000，对体语学的探讨与外语教学[J]，《解放军外国语学院学报》第5期。
姚鹤鸣，2001，《传播美学导论》[M]，北京：北京广播学院出版社。
叶建芳，2001，运用多媒体辅助英语教学[J]，《外语电化教学》第3期。
尤·克·巴班斯基著，吴文侃译，1982，《教学教育过程最优化》[M]，北京：教育科学出版社。
张剑平，楼程伟，朱跃跃，2000，《多媒体课件开发与方正奥思应用》[M]，北京：清华大学出版社。
章伟民，曹揆申，2000，《教育技术学》[M]，北京：人民教育出版社。
张治国，2000，试论非语言交际与外语教学[J]，《赣南师范学院学报》第2期。
浙江大学编著，1999，《新编大学英语》(New College English)[M]，北京：外语教学与研究出版社。
中华人民共和国国家教育委员会电化教育司编译，1990，《教学媒体与教学设计》[M]，北京：高等教育出版社。
左焕琪，2002，《外语教育展望》[M]，上海：华东师范大学出版社。
Chapelle, Carol A. 2001. Computer Applications in Second Language Acquisition: Foundations for Teaching, Testing and Research [M]. Cambridge: Cambridge University Press.
Guo Lihua. 1999. Using Pictures in the Language Classroom [C]. Teaching English in China (No.34).
Harmer, Jeremy. 2000. How to Teach English [M]. Beijing: Foreign Language Teaching and Research Press.
Hicks, Ronald G. & John C. Merrill. 1977. A Survey of Mass Communication [M]. Louisiana: Pelican Publishing Company.
Hu Zhuanglin et al. 1997. Linguistics: A Course Book [M]. Beijing: Peking University Press.
Jacques, C. 1996. 刘道义主编. Senior English for China [M]. Beijing: the People's Education Press.
Jiang Hemei. 1997. Teaching with Video in an English Class [J]. English Teaching Forum (No.2).
Li Ming. 1994. Body Language in ELT [J]. Modern English Teacher (No.1),
Moore, Kenneth D. 1992. Classroom Teaching Skills [M]. N.Y: Mc Graw-Hill, Inc.
Poole, Dernard J. 1995. Education for an Information Age: Teaching in the Computerized Classroom [M]. Madison, Wisconsin, Dubuque, Lowa: Brown and Benchmark Publishers.
Robert and Jolene Gear. 1988. Incongruous Visual for the EFL Classroom [J]. English Teaching Forum (No. 2).
Rouet, Jean-Fran?ois et al. 2001. Multimedia Learning: Cognitive and Instructional Issues [M]. UK: Pergamon.
Samovar, Larry A. and Richard E. Porter. 1985. Intercultural Communication: A Reader (5th ) [M]. California: Wadsworth Publishing Company.
Williams, Marion & Robert L. Burden. 2000. Psychology for Language Teachers [M]. Beijing: Foreign Language Teaching and Research Press.
Yoder, Donald et al. 1993. Creating Competent Communication [M]. USA: WCB. Brown & Benchmark Publishers.
Zillman, Dolf (ed.). 2000. Media Entertainment: the Psychology of its appeal [M]. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
毕继万，1999，《跨文化非语言交际》[M]，北京：外语教学与研究出版社。
David Crystal著，任明等译, 1988 ，《剑桥语言百科全书》[M]，剑桥大学出版社。
董天策，1995，《传播学导论》[M]，成都：四川大学出版社。
高蕴琦，1992，《教育传播学》[M]，上海：上海教育出版社。
顾明远，1999，《教育技术》[M]，北京：高等教育出版社。
何高大，2000，现代语言学与多媒体辅助外语教学[J]，《外语电化教学》第3期。
胡庚申，曹莉，2000，《中国语境下的高校英语教学》[C]，北京：清华大学出版社。
胡隆，2001，《计算机辅助外语教学——多媒体和网络的应用》[M]，上海：上海外语教育出版社。
计算机辅助学科教学编委会编，2001，《计算机辅助英语教学》[M]，北京：人民教育出版社。
黎加厚，2002，《多媒体课件设计、开发与应用》[M]，上海：上海教育出版社。
李学农，丁彦青，温玲，1998，《多媒体教学优化设计》[M]，广州：广东高等教育出版社。
马国力主编，2002，《体育英语》(Sport English)[M]，北京：外语教学与研究出版社。
南国农，李运林，1998，《电化教育学》[M]，北京：高等教育出版社。
任晓晋，邹为诚主持改编，1999，《走遍美国》(Family Album, U.S.A) [M]，武汉：湖北教育出版社。
沈建平，1999，《现代教学媒体应用》[M]，北京：知识出版社。
王西巧，2000，对体语学的探讨与外语教学[J]，《解放军外国语学院学报》第5期。
姚鹤鸣，2001，《传播美学导论》[M]，北京：北京广播学院出版社。
叶建芳，2001，运用多媒体辅助英语教学[J]，《外语电化教学》第3期。
尤·克·巴班斯基著，吴文侃译，1982，《教学教育过程最优化》[M]，北京：教育科学出版社。
张剑平，楼程伟，朱跃跃，2000，《多媒体课件开发与方正奥思应用》[M]，北京：清华大学出版社。
章伟民，曹揆申，2000，《教育技术学》[M]，北京：人民教育出版社。
张治国，2000，试论非语言交际与外语教学[J]，《赣南师范学院学报》第2期。
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