间接DDL模式在高职公共英语词汇教学中的应用
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摘要
数据驱动学习(Data-Driven Learning,简称DDL)借助计算机和语料库技术的优势,不仅方便教师向学习者提供自然真实语境,而且有助于学习者自主建构知识体系,从而解决运用传统模式学习英语词汇所遇到的瓶颈问题。就高职英语学习者而言,间接DDL模式能够在不增加其学习难度的前提下充分发挥本体模式的作用。在高职公共英语词汇教学中,教师不仅需要在教学理论层面掌握间接DDL模式的特点,更需要在教学实践过程中科学制定教学目标、有效整合教学资源、积极转化师生角色、合理组织教学活动。
Data-Driven Learning(Data-Driven Learning,referred to as DDL)with the aid of the advantages of computer and corpus technology is not only convenient for teachers to provide natural and real context to learners but also help learners to construct knowledge system,so as to solve the bottleneck problem of using the traditional model encountered in learning English vocabulary.As for the English learners in vocational colleges,the indirect DDL model can give full play to the role of the ontology model without increasing the difficulty of learning.In the public English Vocabulary Teaching in higher vocational colleges,teachers are not only required to master the characteristics of indirect DDL mode at the level of teaching theory but also need to scientifically set teaching objectives,effectively integrate teaching resources,actively transform the role of teachers and students,organize teaching activities in the process of teaching.
Data-Driven Learning(Data-Driven Learning,referred to as DDL)with the aid of the advantages of computer and corpus technology is not only convenient for teachers to provide natural and real context to learners but also help learners to construct knowledge system,so as to solve the bottleneck problem of using the traditional model encountered in learning English vocabulary.As for the English learners in vocational colleges,the indirect DDL model can give full play to the role of the ontology model without increasing the difficulty of learning.In the public English Vocabulary Teaching in higher vocational colleges,teachers are not only required to master the characteristics of indirect DDL mode at the level of teaching theory but also need to scientifically set teaching objectives,effectively integrate teaching resources,actively transform the role of teachers and students,organize teaching activities in the process of teaching.
引文
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[2]杨慧中.语料库语言学导论[M].上海:上海外语教学出版社,2002.
[3]卫乃兴.词语学要义[M].上海:上海外语教育出版社,2011.
[4]G.Leech.Teaching and Language Corpora:A Convergence[A].In A.Wichmann,S.Fligelstion&A.McEnery et al(eds.),Teaching and Language Corpora[M].London:Longman,1997.
[5]T.Jonhs.'Should you be persuaded':Two samples ofdata-driven learning materials[A].In T.Johns&P.King(eds.),Classroom Concordancing[M].ELR Journal 4,Birmingham:University of Birmingham,1991.
[6]Willis,J.A.Framework for Task-based Learning[M].Essex:Longman,1996.
[7]Johns,T.Micro-Concord:A language learner's research tool[J].System,14(2),1986.
[8]Johns,T.Data-driven learning:The perpetual challenge[A].In B.Kettemann&G.Marko(eds.).Teaching and Learning by Doing Corpus Analysis[C].Amsterdam:Rodopi,2002.
[9]梁茂成.微型文本及其在外语教学中的应用[J].外语电化教学,(3),2009.