基于网络的重庆高职英语语法教学的实证研究
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摘要
随着技术发展和网络外语教学的出现,计算机辅助外语教学已经由当初简易的媒体形式发展成为今天网络多样化形式。互联网,尤其是计算机为媒介的通讯方式的应用,使得计算机在外语教学中的应用发生了巨大变化。中国的外语教学一直以来受着低效率的困扰。中国的外语学习者在付出了多年的努力后,仍然难以在实际交流中自如地使用外语。这种情况在中国的大学外语教学中表现得尤为突出。因此,为了满足社会对外语人才的需求,大学外语教学迫切需要变革传统的教学模式。而提高外语教学质量的一种有效途径就是在教学的过程中尽可能的应用现代科技,特别是利用网络来进行外语教学。而英语语法是语言的一个不可缺少的组成部分,同时也是中国英语学习者尤其是高职高专学生的一个重点和难点。在现在的课堂上,语法教学采用呈现、操练、成品三个步骤的形式。教师讲授一项语法知识,学生强记这些知识。实践证明这种方法效果较差,并且给教师和学生都带来很大压力。基于网络的英语语法学习被认为是提高学生语法能力和语言能力的一个行之有效的教学方法。然而中国高职高专英语课堂上的语法教学中运用这种教学模式的实证研究却并不多见。
本文通过教学实践来探究基于网络的语法教学的可行性和有效性。本文主要分为五个部分:
第一章:介绍此次研究的目的、意义,以及整篇论文的结构框架。
第二章:文献综述从理论角度具体阐述语法教学以及基于网络的的学习。首先阐述了语法教学理论和基于网络的学习理论。其次介绍基于网络的英语教学发展、实践及其在国内外的研究综述。再次,介绍基于网络的语法教学的理论基础和国内外研究综述。
第三章:运用数据统计方法具体分析了基于网络的英语语法教学在高职高专学生学习中所发挥的作用。第一部分提出研究假设。第二部分介绍此次试验的基本情况并列举所用的数据收集手段(考试成绩分析,问卷调查)。第三部分介绍此次试验的流程。第四部分运用数据统计方法对所收集的数据进行统计分析。
第四章:研究结果显示假设正确,即基于网络的英语语法教学在促进学生英语语言学习方面发挥了积极作用,如英语交际应用能力提高,英语学习合作能力的提高,语言学习兴趣的提高等等。
第五章:总结该研究的结果,探讨研究不足之处,并对日后的研究工作提出远景展望。
With the development of technology and the introduction of network-based language learning, the usage of Computer Assisted Language Learning (CALL) has undergone enormous changes. CALL has developed from its simplest application form---multimedia to Internet and network-based language teaching (NBLT). The Internet and the rise of computer-mediated communication in particular have reshaped the uses of computers for language learning.
In terms of 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 normal learning model in order to meet the requirements of the society. One way to improve the learning outcomes for many English learners in China is to maximize the use of technology, especially network, in the normal classroom.
Grammar is an indispensable aspect of language. It is also an important and difficult part in Chinese students' language learning, especially for the HVI students. Normally, grammar is taught by Presentation, Practice and Production (3Ps) approach, in which the teacher first teaches some grammatical rules, and then students try to remember these rules. This approach proves to be ineffective and gives both teachers and students much stress. A network-based grammar teaching approach is supposed to be an effective method in promoting learners' grammatical competence and language competence. However, empirical studies of its application are rarely found in the field of grammar instruction, especially under Chinese EFL environment. This paper is a theoretical and practical study of the effect of network-based grammar teaching, which is divided into five parts:
Chapter one introduces the aims and significance of the study, and gives an overall survey of this paper.
Chapter two is the literature review providing an introduction to some grammar teaching theories and the NBLT learning principles; then it gives the introduction of the development, studies and practice of NBLT in China and abroad. At last it proposes the theories and studies on network-based grammar teaching in China and abroad.
Chapter three is a statistic analysis of the effect of network-based grammar teaching on High Vocational Institute students’language learning. The first part proposes two hypotheses. The second part gives a brief introduction to the experiment and gives a list of the study instruments. The third part gives an introduction to the experimental procedures and the last part processes a statistic analysis of the data collected with those instruments.
Chapter four is the research results which show that the hypothesis proposed are proved to be correct. That is to say, this approach plays a positive role in the improvement of grammatical competence and communicating skills, as well as the stimulation of learning interest, etc.
Chapter five gives a conclusion of the study results, as well as the limitations of the study. Suggestions for further study are also proposed.
本文通过教学实践来探究基于网络的语法教学的可行性和有效性。本文主要分为五个部分:
第一章:介绍此次研究的目的、意义,以及整篇论文的结构框架。
第二章:文献综述从理论角度具体阐述语法教学以及基于网络的的学习。首先阐述了语法教学理论和基于网络的学习理论。其次介绍基于网络的英语教学发展、实践及其在国内外的研究综述。再次,介绍基于网络的语法教学的理论基础和国内外研究综述。
第三章:运用数据统计方法具体分析了基于网络的英语语法教学在高职高专学生学习中所发挥的作用。第一部分提出研究假设。第二部分介绍此次试验的基本情况并列举所用的数据收集手段(考试成绩分析,问卷调查)。第三部分介绍此次试验的流程。第四部分运用数据统计方法对所收集的数据进行统计分析。
第四章:研究结果显示假设正确,即基于网络的英语语法教学在促进学生英语语言学习方面发挥了积极作用,如英语交际应用能力提高,英语学习合作能力的提高,语言学习兴趣的提高等等。
第五章:总结该研究的结果,探讨研究不足之处,并对日后的研究工作提出远景展望。
With the development of technology and the introduction of network-based language learning, the usage of Computer Assisted Language Learning (CALL) has undergone enormous changes. CALL has developed from its simplest application form---multimedia to Internet and network-based language teaching (NBLT). The Internet and the rise of computer-mediated communication in particular have reshaped the uses of computers for language learning.
In terms of 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 normal learning model in order to meet the requirements of the society. One way to improve the learning outcomes for many English learners in China is to maximize the use of technology, especially network, in the normal classroom.
Grammar is an indispensable aspect of language. It is also an important and difficult part in Chinese students' language learning, especially for the HVI students. Normally, grammar is taught by Presentation, Practice and Production (3Ps) approach, in which the teacher first teaches some grammatical rules, and then students try to remember these rules. This approach proves to be ineffective and gives both teachers and students much stress. A network-based grammar teaching approach is supposed to be an effective method in promoting learners' grammatical competence and language competence. However, empirical studies of its application are rarely found in the field of grammar instruction, especially under Chinese EFL environment. This paper is a theoretical and practical study of the effect of network-based grammar teaching, which is divided into five parts:
Chapter one introduces the aims and significance of the study, and gives an overall survey of this paper.
Chapter two is the literature review providing an introduction to some grammar teaching theories and the NBLT learning principles; then it gives the introduction of the development, studies and practice of NBLT in China and abroad. At last it proposes the theories and studies on network-based grammar teaching in China and abroad.
Chapter three is a statistic analysis of the effect of network-based grammar teaching on High Vocational Institute students’language learning. The first part proposes two hypotheses. The second part gives a brief introduction to the experiment and gives a list of the study instruments. The third part gives an introduction to the experimental procedures and the last part processes a statistic analysis of the data collected with those instruments.
Chapter four is the research results which show that the hypothesis proposed are proved to be correct. That is to say, this approach plays a positive role in the improvement of grammatical competence and communicating skills, as well as the stimulation of learning interest, etc.
Chapter five gives a conclusion of the study results, as well as the limitations of the study. Suggestions for further study are also proposed.
引文
Brierley, B. & Kemble, 1991. Computers as a Tool in Language Teaching. New York: Ellis Harwood.
Brumfit, C. & K. Johnson. 1979. The Communicative Approach to Language Teaching. Oxford: Oxford University Press.
Cary J. Anglin 1995. Instructional Technology—Past, Present, and Future (second. edition), Englewood, Colorado, Libraries Unlimited, INC.
Cattell, N.R. 1969. The New English Grammar: A Descriptive Introduction. Cambridge, Massachusetts: The MIT Press.
Chun, D. 1994. Using Computer Networking to Facilitate the Acquisition of Interactive Competence. System. 3: 102-106
Chomsky, N. 1959. On Certain Formal Properties of Grammars. Information and Control. 6: 137-167. New York.
Chomsky, Noam. 1980. Rules and Representation. New York: Columbia University Press.
Cook, M. 1994. Second Language Learning and Language Teaching. Beijing: Foreign Language Teaching and Research Press.
Cooper, P. A. 1993. Paradigm Shifts in Designing Instruction: From Behaviorism to Cognitivism. Educational Technology, 33 (5).
Crook, Charles 1996.Computer and the Collaborative Experience of Learning, London, Routledge. David W. Johnson and Roger T. Johnson, and Karl A. Smith 1991. Active Learning: Cooperation in the College Classroom, Edina, Minnesota: Interaction Book Company.
Dik, S. C. 1991. Functional Grammar. In F. G. Froste, & J. E. Joseph (Eds.), Linguistic theory and. grammatical description pp. 247–274.
Donato, R. 1994, Collective Scaffolding in Second Language Learning, Vogotskian Approaches to Second Language Research, p 33 - 56 Norwood, Ablex Publishing Corporation.
Ellis, N. 1998. Emergentism: Connectionism and Language Learning. Language Learning 48: 631-664.
Ellis, N. C. & R. Schmidt. 1997. Morphology and Longer Distance Dependencies [J]. Studies in Second Language Acquisition (19): 145-171.
Gasser, 1990. Connectionism and Universals of Second Language Acquisition.Studies in Second Language Acquisition 12:179—199.
Givon, T. 1993. English grammar: A Function-Based Introduction [M]. Amsterdam: Benjamins.
Goss 1994.Cited from Larsen-Freeman.Teaching Language:From Grammar to remarking
Halliday, M.A.K. 1978. Language As A Social Semiotic. London: Edward Arnold.
Halliday, M.A.K. 1994. Introduction to Functional Grammar. Second Edition. London: Edward Arnold.
Hatch, E. M. 1978. Discourse Analysis and Second Language Acquisition. In E. Hatch (Ed.) Second language acquisition: A book of readings (pp. 409-435). Rowley, Mass: Newbury House.
Hopper, P. & S.A.Thompson. 1980. Transitivity in Grammar and Discourse [J]. Language 56: 251-299.
Hymes, D.H.1979 On Communicative Competence. In Brumfit, C. & Johnson, K. (eds.), Communicative Approach to Language Teaching, Oxford: Oxford University Press.
Hymes, D.H.1991. On Communicative Competence [M]. The Communicative Approach to Language Teaching. Oxford: Oxford University Press.
Jean Piaget, 1990. The Child's Conception of the World. New York: Littlefield Adams.
Jonassen, D. Peck, K.L &Wilson B.G. 1999. Learning With Technology: A Constructivist Perspective. New Jersey: Prentice-Hall.
John Dewey, 1934. Art as Experience New York: Minton, Balch.
John Dewey, 1938. Experience and Education. New York: Collier.
Kern R, & Warschauer M. 2000.Theory and Practice of Network-Based Language Teaching [ M]. In M. Warschauer &R. Kern (eds.), Network-Based Language Teaching: Concepts and Practice. New York: Cambridge University Press.
Leflore, D. 2000. Theory Supporting Design Guidelines for Web-Based Instruction. In B.Abbey.(Ed). Instructional and cogntive impacts of web-based education. Hershey PA: Idea Group Publishing.
Levy, Michael 1997. Computer-Assisted Language Learning: Context and Conceptualization. New York: Oxford.
Lev Vygotsky, 1978. Mind in Society. Cambridge, MA; Harvard University Press.
Liles, Bruces L. 1972. Linguistics & the English Language: A Transformational Approach. Pacific Palisades, California: Goodyear Publishing Company Inc.
Mac Whinney, B. 1987. The competition model [A].In B.Mac Whinney (ed.). Mechanisms of Language Acquisition[C].Hillsdale,NJ:Erlbaum,:249-308.
Mark Warschauer, 2000. The Changing Global Economy and the Future of English Teaching. TESOL Quarterly.
Mason, R., & Kaye, A. (Eds.). 1989. Mindweave: Communication, computers and distance education. New York: Pergamon. Moore, M. G. (Ed.).
Maureen Epstein 2002. Constructivist Learning Theory. Received September 13, 2006 from Internet. http://www.artsined.com/teachingarts/Pedag/Dewey.html
Morrison, James. 1999. Information Technology Tools and the Future of Teaching and Learning. An Interview with Gary Staunch. Vision. Received Sep.24, 2006 from internet. http://horizon.unc.edufI'S/vision/I999-05.asp.
Nevin, Bruce. 2002. “Apropos of Zellig Harris.” John Benjamin Publishing Company. Online. Oct. 20, 2006. http://www.cpmc.columbia.edu/zellig/apropos/description.html. Olshewsky, Thomas M. 1969. Problems in the Philosophy of Language. New York: Holt, Rinehart and Winston, Inc.
Patrikis, P. C. 1997. The evolution of Computer Technology. In R. Debski, J. Gassin, & M. Smith (Eds.), Language Learning through Social Computing. Parkville: Applied Linguistics Association of Australia.
Pellettier, J.2000. Negotiation in Cyberspace. In M. Warschauer & R. Kern (Eds). Network-Based Language Teaching. New York: Cambridge University Press.
Piaget, J. 1954. The Construction of Reality in the Child. New York: Basic Books.
Pinker, S., Prince, A. 1988. On language and connectionism: analysis of a paralleldistributed processing model of language acquisition. Cognition, 28, 73-193.
Potria P. and Zhao Ying, 2005. Communicaiton on-line and the Development of Grammatical Competence,CELEA Journal, Vol. 28 No.6 Dec.
Rachel Duzzy April 2002.Cooperative Learning In English Lessons – It Really Works! English Teaching Professiona. Issue 23.
Richards, J., Platt, J. and Plat, H. 1998. Longman Dictionary of Language. Teaching And Applied Linguistics. Essex: Longman.
Ringstaff, C. & Dwyer, D. C. 1997. Teaching with Technology: Creating Student-centered Classrooms. New York: Teachers College Press.
Rumelhart, D. E., G. E. Hinton & J. L. McClelland.1986. A general framework for PDP [A]. In D. E.Rumelhart, J.L. McClelland & the PDP Research Group (eds. ).
Schwartz, B. and R.Sprouse.1994.Word order and nominative case in nonnative language acquisition: A longitudinal study of (L1 Turkish) German interlanguage. In T.Hoekstra and B.D.Schwartz, eds.1994.p.317-68.
Seels, B. & Glasgow, Z. 1998. Making Instructional Design Decisions. Columbus, Ohio: Merrill Publishing Company.
Sharan, S. 1990. Cooperative Learning: Theory and Research. New York.
Skinner, B. F. 1957. Verbal Behavior. Appleton Century Crofts. New York.
Slavin, C. 1990. Research on Cooperative Learning: Consensus and Controversy. Educational Leadership 47(4): 52-54.
Swain, M., & Lapkin, S. 1998. Interaction and second language learning: Two adolescent French immersion students working together. Modern Language Journal 82(3), 320–337.
Taylor, M.B. & L.M.Perez.1989. Something to Do on Monday [M].La Jolla, CA: Athdstan.
Thomas L. Russell, 1999, No. Significant Difference Phenomenon, North Carolina State. University, Fifth edition. Simon & Schuster, New York.
Vitale, Edmund Jr. 1988. Thinking Your Way Through English Grammar: Teacher’s Guide. Clearwater, Florida: H & H Publishing Company.
Warschauer, M. (Ed.). 1995. Virtual connections: Online activities and projects for networking language learners. Honolulu: Second Language Teaching and Curriculum Center University of Hawaii.
Warschauer, M. 2000. The changing global economy and the future of English teaching. TESOL Quarterly. System, 22 (1), 17-31.
Wilkins, D.A. 1976. Notional Syllabuses. Oxford : Oxford University Press.
Wilson, B. 1997. Reflections on Constructivism and Instructional Design. New Jersey: Educational Technology Publications.
Windowson, H. G. 1990. Aspects of Language Teaching. Oxford: Oxford University Press.
顾佩雅, 1999, Internet 辅助英语教学,上海外语教育出版社。
刘洲, 2005, 博客与中学英语教学初探, 中学英语教研网。 http://www.blog.edu.cn/user1/4975/archives/2005/85399.shtml.
潘平远, 2006, 利用网络实施英语语法模块教学的研究, <<黑龙江教育(高教研究与评估版)>>第六期。
钱瑛,2005, 谈基于网络的英语自主学习模式,《教学月刊》。
孙丽明,吴延东,2002,浅谈大学英语多媒体辅助教学的优越性与模式,《南通大学学报(教育科学版)》第一期。
张宗盛,李荣,2002, Internet 与计算机辅助英语教学,《华北工学院学报》第一期。
Brumfit, C. & K. Johnson. 1979. The Communicative Approach to Language Teaching. Oxford: Oxford University Press.
Cary J. Anglin 1995. Instructional Technology—Past, Present, and Future (second. edition), Englewood, Colorado, Libraries Unlimited, INC.
Cattell, N.R. 1969. The New English Grammar: A Descriptive Introduction. Cambridge, Massachusetts: The MIT Press.
Chun, D. 1994. Using Computer Networking to Facilitate the Acquisition of Interactive Competence. System. 3: 102-106
Chomsky, N. 1959. On Certain Formal Properties of Grammars. Information and Control. 6: 137-167. New York.
Chomsky, Noam. 1980. Rules and Representation. New York: Columbia University Press.
Cook, M. 1994. Second Language Learning and Language Teaching. Beijing: Foreign Language Teaching and Research Press.
Cooper, P. A. 1993. Paradigm Shifts in Designing Instruction: From Behaviorism to Cognitivism. Educational Technology, 33 (5).
Crook, Charles 1996.Computer and the Collaborative Experience of Learning, London, Routledge. David W. Johnson and Roger T. Johnson, and Karl A. Smith 1991. Active Learning: Cooperation in the College Classroom, Edina, Minnesota: Interaction Book Company.
Dik, S. C. 1991. Functional Grammar. In F. G. Froste, & J. E. Joseph (Eds.), Linguistic theory and. grammatical description pp. 247–274.
Donato, R. 1994, Collective Scaffolding in Second Language Learning, Vogotskian Approaches to Second Language Research, p 33 - 56 Norwood, Ablex Publishing Corporation.
Ellis, N. 1998. Emergentism: Connectionism and Language Learning. Language Learning 48: 631-664.
Ellis, N. C. & R. Schmidt. 1997. Morphology and Longer Distance Dependencies [J]. Studies in Second Language Acquisition (19): 145-171.
Gasser, 1990. Connectionism and Universals of Second Language Acquisition.Studies in Second Language Acquisition 12:179—199.
Givon, T. 1993. English grammar: A Function-Based Introduction [M]. Amsterdam: Benjamins.
Goss 1994.Cited from Larsen-Freeman.Teaching Language:From Grammar to remarking
Halliday, M.A.K. 1978. Language As A Social Semiotic. London: Edward Arnold.
Halliday, M.A.K. 1994. Introduction to Functional Grammar. Second Edition. London: Edward Arnold.
Hatch, E. M. 1978. Discourse Analysis and Second Language Acquisition. In E. Hatch (Ed.) Second language acquisition: A book of readings (pp. 409-435). Rowley, Mass: Newbury House.
Hopper, P. & S.A.Thompson. 1980. Transitivity in Grammar and Discourse [J]. Language 56: 251-299.
Hymes, D.H.1979 On Communicative Competence. In Brumfit, C. & Johnson, K. (eds.), Communicative Approach to Language Teaching, Oxford: Oxford University Press.
Hymes, D.H.1991. On Communicative Competence [M]. The Communicative Approach to Language Teaching. Oxford: Oxford University Press.
Jean Piaget, 1990. The Child's Conception of the World. New York: Littlefield Adams.
Jonassen, D. Peck, K.L &Wilson B.G. 1999. Learning With Technology: A Constructivist Perspective. New Jersey: Prentice-Hall.
John Dewey, 1934. Art as Experience New York: Minton, Balch.
John Dewey, 1938. Experience and Education. New York: Collier.
Kern R, & Warschauer M. 2000.Theory and Practice of Network-Based Language Teaching [ M]. In M. Warschauer &R. Kern (eds.), Network-Based Language Teaching: Concepts and Practice. New York: Cambridge University Press.
Leflore, D. 2000. Theory Supporting Design Guidelines for Web-Based Instruction. In B.Abbey.(Ed). Instructional and cogntive impacts of web-based education. Hershey PA: Idea Group Publishing.
Levy, Michael 1997. Computer-Assisted Language Learning: Context and Conceptualization. New York: Oxford.
Lev Vygotsky, 1978. Mind in Society. Cambridge, MA; Harvard University Press.
Liles, Bruces L. 1972. Linguistics & the English Language: A Transformational Approach. Pacific Palisades, California: Goodyear Publishing Company Inc.
Mac Whinney, B. 1987. The competition model [A].In B.Mac Whinney (ed.). Mechanisms of Language Acquisition[C].Hillsdale,NJ:Erlbaum,:249-308.
Mark Warschauer, 2000. The Changing Global Economy and the Future of English Teaching. TESOL Quarterly.
Mason, R., & Kaye, A. (Eds.). 1989. Mindweave: Communication, computers and distance education. New York: Pergamon. Moore, M. G. (Ed.).
Maureen Epstein 2002. Constructivist Learning Theory. Received September 13, 2006 from Internet. http://www.artsined.com/teachingarts/Pedag/Dewey.html
Morrison, James. 1999. Information Technology Tools and the Future of Teaching and Learning. An Interview with Gary Staunch. Vision. Received Sep.24, 2006 from internet. http://horizon.unc.edufI'S/vision/I999-05.asp.
Nevin, Bruce. 2002. “Apropos of Zellig Harris.” John Benjamin Publishing Company. Online. Oct. 20, 2006. http://www.cpmc.columbia.edu/zellig/apropos/description.html. Olshewsky, Thomas M. 1969. Problems in the Philosophy of Language. New York: Holt, Rinehart and Winston, Inc.
Patrikis, P. C. 1997. The evolution of Computer Technology. In R. Debski, J. Gassin, & M. Smith (Eds.), Language Learning through Social Computing. Parkville: Applied Linguistics Association of Australia.
Pellettier, J.2000. Negotiation in Cyberspace. In M. Warschauer & R. Kern (Eds). Network-Based Language Teaching. New York: Cambridge University Press.
Piaget, J. 1954. The Construction of Reality in the Child. New York: Basic Books.
Pinker, S., Prince, A. 1988. On language and connectionism: analysis of a paralleldistributed processing model of language acquisition. Cognition, 28, 73-193.
Potria P. and Zhao Ying, 2005. Communicaiton on-line and the Development of Grammatical Competence,CELEA Journal, Vol. 28 No.6 Dec.
Rachel Duzzy April 2002.Cooperative Learning In English Lessons – It Really Works! English Teaching Professiona. Issue 23.
Richards, J., Platt, J. and Plat, H. 1998. Longman Dictionary of Language. Teaching And Applied Linguistics. Essex: Longman.
Ringstaff, C. & Dwyer, D. C. 1997. Teaching with Technology: Creating Student-centered Classrooms. New York: Teachers College Press.
Rumelhart, D. E., G. E. Hinton & J. L. McClelland.1986. A general framework for PDP [A]. In D. E.Rumelhart, J.L. McClelland & the PDP Research Group (eds. ).
Schwartz, B. and R.Sprouse.1994.Word order and nominative case in nonnative language acquisition: A longitudinal study of (L1 Turkish) German interlanguage. In T.Hoekstra and B.D.Schwartz, eds.1994.p.317-68.
Seels, B. & Glasgow, Z. 1998. Making Instructional Design Decisions. Columbus, Ohio: Merrill Publishing Company.
Sharan, S. 1990. Cooperative Learning: Theory and Research. New York.
Skinner, B. F. 1957. Verbal Behavior. Appleton Century Crofts. New York.
Slavin, C. 1990. Research on Cooperative Learning: Consensus and Controversy. Educational Leadership 47(4): 52-54.
Swain, M., & Lapkin, S. 1998. Interaction and second language learning: Two adolescent French immersion students working together. Modern Language Journal 82(3), 320–337.
Taylor, M.B. & L.M.Perez.1989. Something to Do on Monday [M].La Jolla, CA: Athdstan.
Thomas L. Russell, 1999, No. Significant Difference Phenomenon, North Carolina State. University, Fifth edition. Simon & Schuster, New York.
Vitale, Edmund Jr. 1988. Thinking Your Way Through English Grammar: Teacher’s Guide. Clearwater, Florida: H & H Publishing Company.
Warschauer, M. (Ed.). 1995. Virtual connections: Online activities and projects for networking language learners. Honolulu: Second Language Teaching and Curriculum Center University of Hawaii.
Warschauer, M. 2000. The changing global economy and the future of English teaching. TESOL Quarterly. System, 22 (1), 17-31.
Wilkins, D.A. 1976. Notional Syllabuses. Oxford : Oxford University Press.
Wilson, B. 1997. Reflections on Constructivism and Instructional Design. New Jersey: Educational Technology Publications.
Windowson, H. G. 1990. Aspects of Language Teaching. Oxford: Oxford University Press.
顾佩雅, 1999, Internet 辅助英语教学,上海外语教育出版社。
刘洲, 2005, 博客与中学英语教学初探, 中学英语教研网。 http://www.blog.edu.cn/user1/4975/archives/2005/85399.shtml.
潘平远, 2006, 利用网络实施英语语法模块教学的研究, <<黑龙江教育(高教研究与评估版)>>第六期。
钱瑛,2005, 谈基于网络的英语自主学习模式,《教学月刊》。
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