完善大学英语个性化教学模式的实证调查研究
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摘要
本文旨在探讨基于计算机网络的个性化大学英语教学模式。国内外关于建立一个合适的语言教学体系已经争论了很久。随着传统英语教学模式的逐步进化,中国的大学英语教学已建立了自己的模式,即计算机辅助的语言教学。但是,计算机多媒体技术的使用并没有改变传统的语言教学本质理念。本文以信息加工理论,建构主义,自主学习和需求分析理论为理论依据,发现在理论研究和实际中个性化英语教学模式的建立存在一定的差距。因此,本文的研究目的就是以华中科技大学的3L大学英语教学模式为背景进一步推进系统的基于计算机网络的个性化教学模式。
本文通过学生调查,教师访谈和教学实验来研究基于计算机网络的个性化教学的有效性。通过对学生调查问卷的数据分析发现学生基本接受3L的教学模式,但对这一模式有更高的期望,需要进一步改进。通过总结教师访谈发现3L教学模式基本对不同学生进行了分层教学,但是学生的学习动机没有充分调动,学习英语的自主意识不够。而教学实验证明了基于计算机网络的个性化教学模式对于英语听力,阅读和词汇有一定作用并且通过对学生学习态度的问卷调查发现该模式能够刺激英语学习动机。
本研究采用了调查问卷,访谈和能力测试作为研究工具,并使用了SPSS中的频度统计,描述统计,独立样本检验和非参数检验中的威尔柯克森秩和统计。研究结果表明基于网络的个性化英语教学模式的确在听力,词汇和阅读上对英语学习有促进作用。
研究表明建立基于计算机网络的个性化大学英语教学模式是可行的,有价值的,而且进一步的探索将得益颇多。
The study aims to explore the network-based individualized college English teaching model. It has been argued for a most proper English teaching system for quite a long time. Gradually evolved from the traditional English teaching model, the college English teaching in China has established a general pattern, that is, computer-assisted language teaching. However, the new adoption of the computer and multimedia does not change the essence of the traditional language teaching belief. On the base of the information-processing theory, the constructivism theory, autonomous learning and needs analysis, it is found that there is a gap between the theoretical research and the practice in the aspect of the establishment of the individualized teaching model. Thus, the goal of the paper is to promote the establishment of the individualized teaching on the basis of network with the 3L college English teaching model as the background in the Huazhong University of Science and Technology.
The research carries out the student survey, teacher interview and the teaching experiment to investigate the effectiveness of a network-based individualized model. From the questionnaire data analysis of student survey, it is found that students generally accept the 3L model but they have more expectation from it, which needs further reform and improvement. The summary of teacher interview reveals that the 3L model to some extent levels the different needs of individual students. However, the motivation of students has not been fully exploited and autonomous learning has not rooted in the English learning. The experiment of network-based individualized teaching has proved to some degree that the experimental teaching functions in the areas of English listening, reading and vocabulary and it does stimulate the motivation of English learning according to the attitude questionnaire survey.
The research adopts the questionnaire, interview and proficiency test as the instruments and analyzes the statistics in the SPSS by the means of frequency, description, Independent-Sample T-test and Wilcoxon Signed Rank Test of non-parameter test. The results of the research show that the network-based individualized English teaching model does have positive impact on the college English teaching and learning, especially listening, vocabulary and reading.
The research suggests that it is feasible and valuable to build up a network-based individualized college English teaching model and further exploration of the model will be beneficial to all parts.
本文通过学生调查,教师访谈和教学实验来研究基于计算机网络的个性化教学的有效性。通过对学生调查问卷的数据分析发现学生基本接受3L的教学模式,但对这一模式有更高的期望,需要进一步改进。通过总结教师访谈发现3L教学模式基本对不同学生进行了分层教学,但是学生的学习动机没有充分调动,学习英语的自主意识不够。而教学实验证明了基于计算机网络的个性化教学模式对于英语听力,阅读和词汇有一定作用并且通过对学生学习态度的问卷调查发现该模式能够刺激英语学习动机。
本研究采用了调查问卷,访谈和能力测试作为研究工具,并使用了SPSS中的频度统计,描述统计,独立样本检验和非参数检验中的威尔柯克森秩和统计。研究结果表明基于网络的个性化英语教学模式的确在听力,词汇和阅读上对英语学习有促进作用。
研究表明建立基于计算机网络的个性化大学英语教学模式是可行的,有价值的,而且进一步的探索将得益颇多。
The study aims to explore the network-based individualized college English teaching model. It has been argued for a most proper English teaching system for quite a long time. Gradually evolved from the traditional English teaching model, the college English teaching in China has established a general pattern, that is, computer-assisted language teaching. However, the new adoption of the computer and multimedia does not change the essence of the traditional language teaching belief. On the base of the information-processing theory, the constructivism theory, autonomous learning and needs analysis, it is found that there is a gap between the theoretical research and the practice in the aspect of the establishment of the individualized teaching model. Thus, the goal of the paper is to promote the establishment of the individualized teaching on the basis of network with the 3L college English teaching model as the background in the Huazhong University of Science and Technology.
The research carries out the student survey, teacher interview and the teaching experiment to investigate the effectiveness of a network-based individualized model. From the questionnaire data analysis of student survey, it is found that students generally accept the 3L model but they have more expectation from it, which needs further reform and improvement. The summary of teacher interview reveals that the 3L model to some extent levels the different needs of individual students. However, the motivation of students has not been fully exploited and autonomous learning has not rooted in the English learning. The experiment of network-based individualized teaching has proved to some degree that the experimental teaching functions in the areas of English listening, reading and vocabulary and it does stimulate the motivation of English learning according to the attitude questionnaire survey.
The research adopts the questionnaire, interview and proficiency test as the instruments and analyzes the statistics in the SPSS by the means of frequency, description, Independent-Sample T-test and Wilcoxon Signed Rank Test of non-parameter test. The results of the research show that the network-based individualized English teaching model does have positive impact on the college English teaching and learning, especially listening, vocabulary and reading.
The research suggests that it is feasible and valuable to build up a network-based individualized college English teaching model and further exploration of the model will be beneficial to all parts.
引文
[1] Allwright, D. Autonomy in Language Pedagogy, CRILE Working Paper [M]. University of Lancaster, 1990.
[2] Berwick, R. Needs assessment in language programming: From theory to practice. In R. K. Johnson (ed.). The Second Language Curriculum [M]. Cambridge: Cambridge University Press, 1989.
[3] Brindley, G. Needs analysis. In M. Byram (ed.) Routledge Encyclopedia of Language Teaching and Learning [M]. London: Routledge, 2000.
[4] Cai Jigang, the Introduction of multimedia technology into the Reform of the traditional methodology [J],Foreign Language World, 2003(4),4-9. (蔡基刚, 2003,“引进多媒体网络技术,改革传统的教学模式”[J].《外语界》,第4期)
[5] Canal, M. & Swain, M. Theoretical bases of communicative approaches to second language teaching testing [M]. Applied linguistics,1980,
[6] [6] Chen Jianglin, College English curriculum requirements: A theoretical understanding and application [J], Media in Foreign Language Instruction, 2004(12),54-58. (陈坚林,2004,“大学英语网络化教学的理论内涵及其应用分析”[J],《外语电化教学》,第12期)
[7] Cohen, A. D. Strategies in learning and using a second language [M]. London: Longman. 1998.
[8] Cohen, A. Language Learning: Insights for Learners, Teachers, and Researchers [M]. New York: Newbury House, 1990.
[9] College English teaching curriculum requirement [M], 2003 (大学英语课程教学要求(试行)2003)
[10] Cotteral S. Promoting autonomy through the curriculum: principles for designing language course [J], ELT journal, 2000. 2
[11] Cotterall, S. 2000. Promoting learner autonomy through the curriculum: Principles for designing language courses [J]. ELT Journal 54/ 2 :109 - 117
[12] Dai Weidong & Liu Chunya, New Development in Learning Theory and Shift ofFLT Models[J], Journal of Foreign Languages,2004(4)11-18. (戴炜栋,刘春燕.2004,“学习理论的新发展与外语教学模式的嬗变”[J],《外国语》,第4期)
[13] Deng Liming, The development of foreign language learners’autonomous awareness [J],Journal of Sichuan International Studies University,2004(3),157-160. (邓鹂鸣,2004,“发展外语习得者的自主学习意识”[J],《四川外语学院学报》,第3期)
[14] Dickenson L. Self-instruction in Language Learning [M]. Cambridge: Cambridge University Press. 1987.
[15] Dickinson, L. & A. Wenden (eds.). Autonomy, self-direction and selfaccess in language teaching and learning [J]. Special Issue of System, 1995. 23/ 2.
[16] Dickinson, L. 1993. Talking shop: Aspects of autonomous learning [J]. ELT Journal 47:3302336.
[17] Dong Wei & Fu Lixu, A survey of the computer-assisted college English teaching under the influence of constructivism[J], Foreign Language World 2004(2), 9-14. (董卫,付黎旭, 2004“对建构主义指导下大学英语多媒体网络课堂的调查”[J],《外语界》,第2期)
[18] Fan Ye, Learner’s learning in the college English learning[J], Foreign Language World,1999(3), 32-38. (范烨,1999,“浅谈大学英语教学中的“学习者学习””[J],《外语界》,第3期)
[19] Gu Peiya & Fang Ying, Constructivist project-based learning with technology: An implication report [J],Foreign Language and Their Teaching, 2003.7 (顾佩娅,方颖,2003,“基于建构主义的计算机辅助项目教学实践”[J],《外语与外语教学》,第7期)
[20] Holec, H. Autonomy and Language Learning [M]. Oxford: Pergamon, 1981.
[21] Hu Jiyue & Zhang Guoying, Study of web-teaching modes in English[J], Media in Foreign Language Instruction, 2003(1),12-15.
[22] (胡继岳,章国英等. 2003,“英语网络课程发展的教学模式研究”[J ] .《外语电化教学》,第1期)
[23] [22] Hu Zhuanglin, The individualization, cooperation, modulization and hypertextration—the basic concept of the curriculum requirement[J], Foreign Language and Research,2004(9),26-31.
[24] (胡壮麟, 2004,“大学英语教学的个性化,协作化,模块化和超文本化—谈《教学要求》的基本理念”[J].《外语教学与研究》,第9期)
[25] Hua Weifen, On leaner strategy training in foreign language learning[J] ,Foreign Language World,2002(5),3-8. (华维芬, 2002,“外语学习者策略训练刍议”[J],《外语界》,第5期)
[26] Jia Guodong, Modern network and reform of college English teaching mode—design and implementation of web-based college English teaching mode[J], Foreign Language World,2003(6), 24-31. (贾国栋, 2003,“现代网络技术与大学英语教学模式改革---基于校园网的教学模式设计与试验研究”[J],《外语界》,第6期)
[27] Liang Zhengliu, IBPEL-exploring a new model in college English teaching[J], Foreign Language World,2004(3),4-14. (梁正溜,2004,“大学英语教学新模式探索”[J],《外语界》,第3期)
[28] Littlewood, W. Defining and developing autonomy in East Asian Contexts [J]. Applied Linguistics, 1999 (20P1): 71 -94.
[29] Littlewood, W. Learner autonomy: definitions, issues and problems[M]. Dublin:authentic,1991
[30] Munby, J. Communicative Syllabus Design[M]. Cambridge: Cambridge University Press, 1978.
[31] Nunan, D. Syllabus Design [M]. Oxford: Oxford University Press, 1988. 4.
[32] O’Malley, J. M. & Chamot, A. U. Learning Strategies in Second Language Acquisition [M] .Cambridge University Press , 1990.
[33] Omaggio, A. Successful language learners: What do we know about them? [J] ERIC/ CLL News Bulletin 5:223. 1978.
[34] Rui Xiaohe, Integrating WebQuest into intensive reading course[J], Foreign Language Education, 2004(6),83-87 (芮小河, 2004,“网上探究活动在精度教学中的应用”[J],《外语教学》,第6期)
[35] Skehan, P. Individual differences in Second Language Learning [M].London: Edward Arnold, 1989.
[36] Stern, H. Fundamental Concepts of Language Teaching [M]. Oxford University Press, 1983.
[37] Warschauer, M. and Kern, R. Network-based Language Teaching: Concepts and Practice [M]. Cambridge: Cambridge University Press, 2000. 151 - 171.
[38] Waters, A. and Vilches, M. L. C. Implementing ELT innovations: a needs analysis framework [J]. ELT Journal. 2001, Volume 55/2 , 133 - 141.
[39] Wenden, A. & J. Rubin (eds.). 1987. Learner Strategies in Language Learning [M]. New Jersey: Prentice Hall.
[40] West, R. Needs analysis in language teaching [J], Language Teaching. 1994/ 27: 1 - 19.
[41] Widdowson, H. & H. aspects of language teaching [M]. Oxford: oxford university press,1990
[42] Xiong Huikang, Xiong Dunli, Curriculum, standard and English teaching reform[J], Journal of Sichuan International Studies,2004(1),143-145. (熊慧康,熊敦礼, 2004,“大纲、标准及我国英语教学改革”[J],《四川外语学院学报》,第1期)
[43] Xu Jinfen,et al. Non-English major’s autonomous learning ability survey[J], Foreign Language Teaching and Research, 2004(1),65-69. (徐锦芬,彭仁忠,吴卫平, 2004,“非英语专业大学生自主性英语学习能力调查与分析”[J],《外语教学与研究》,第1期)
[44] Xu Qiuqin & Ren weili, College English teaching reform exploration[J], China Higher Education Research, 2005(5), 93-94. (徐秋琴,任伟利, 2005,“大学英语教学改革探析”[J],《中国高教研究》,第5期)
[45] Yu Weihua, Needs analysis and its application in EFL education[J], Foreign Language and Their Teaching, 2002(8),23-26. (余卫华, 2002,“需求分析在外语教学中的作用”[J],《外语与外语教学》,第8期)
[2] Berwick, R. Needs assessment in language programming: From theory to practice. In R. K. Johnson (ed.). The Second Language Curriculum [M]. Cambridge: Cambridge University Press, 1989.
[3] Brindley, G. Needs analysis. In M. Byram (ed.) Routledge Encyclopedia of Language Teaching and Learning [M]. London: Routledge, 2000.
[4] Cai Jigang, the Introduction of multimedia technology into the Reform of the traditional methodology [J],Foreign Language World, 2003(4),4-9. (蔡基刚, 2003,“引进多媒体网络技术,改革传统的教学模式”[J].《外语界》,第4期)
[5] Canal, M. & Swain, M. Theoretical bases of communicative approaches to second language teaching testing [M]. Applied linguistics,1980,
[6] [6] Chen Jianglin, College English curriculum requirements: A theoretical understanding and application [J], Media in Foreign Language Instruction, 2004(12),54-58. (陈坚林,2004,“大学英语网络化教学的理论内涵及其应用分析”[J],《外语电化教学》,第12期)
[7] Cohen, A. D. Strategies in learning and using a second language [M]. London: Longman. 1998.
[8] Cohen, A. Language Learning: Insights for Learners, Teachers, and Researchers [M]. New York: Newbury House, 1990.
[9] College English teaching curriculum requirement [M], 2003 (大学英语课程教学要求(试行)2003)
[10] Cotteral S. Promoting autonomy through the curriculum: principles for designing language course [J], ELT journal, 2000. 2
[11] Cotterall, S. 2000. Promoting learner autonomy through the curriculum: Principles for designing language courses [J]. ELT Journal 54/ 2 :109 - 117
[12] Dai Weidong & Liu Chunya, New Development in Learning Theory and Shift ofFLT Models[J], Journal of Foreign Languages,2004(4)11-18. (戴炜栋,刘春燕.2004,“学习理论的新发展与外语教学模式的嬗变”[J],《外国语》,第4期)
[13] Deng Liming, The development of foreign language learners’autonomous awareness [J],Journal of Sichuan International Studies University,2004(3),157-160. (邓鹂鸣,2004,“发展外语习得者的自主学习意识”[J],《四川外语学院学报》,第3期)
[14] Dickenson L. Self-instruction in Language Learning [M]. Cambridge: Cambridge University Press. 1987.
[15] Dickinson, L. & A. Wenden (eds.). Autonomy, self-direction and selfaccess in language teaching and learning [J]. Special Issue of System, 1995. 23/ 2.
[16] Dickinson, L. 1993. Talking shop: Aspects of autonomous learning [J]. ELT Journal 47:3302336.
[17] Dong Wei & Fu Lixu, A survey of the computer-assisted college English teaching under the influence of constructivism[J], Foreign Language World 2004(2), 9-14. (董卫,付黎旭, 2004“对建构主义指导下大学英语多媒体网络课堂的调查”[J],《外语界》,第2期)
[18] Fan Ye, Learner’s learning in the college English learning[J], Foreign Language World,1999(3), 32-38. (范烨,1999,“浅谈大学英语教学中的“学习者学习””[J],《外语界》,第3期)
[19] Gu Peiya & Fang Ying, Constructivist project-based learning with technology: An implication report [J],Foreign Language and Their Teaching, 2003.7 (顾佩娅,方颖,2003,“基于建构主义的计算机辅助项目教学实践”[J],《外语与外语教学》,第7期)
[20] Holec, H. Autonomy and Language Learning [M]. Oxford: Pergamon, 1981.
[21] Hu Jiyue & Zhang Guoying, Study of web-teaching modes in English[J], Media in Foreign Language Instruction, 2003(1),12-15.
[22] (胡继岳,章国英等. 2003,“英语网络课程发展的教学模式研究”[J ] .《外语电化教学》,第1期)
[23] [22] Hu Zhuanglin, The individualization, cooperation, modulization and hypertextration—the basic concept of the curriculum requirement[J], Foreign Language and Research,2004(9),26-31.
[24] (胡壮麟, 2004,“大学英语教学的个性化,协作化,模块化和超文本化—谈《教学要求》的基本理念”[J].《外语教学与研究》,第9期)
[25] Hua Weifen, On leaner strategy training in foreign language learning[J] ,Foreign Language World,2002(5),3-8. (华维芬, 2002,“外语学习者策略训练刍议”[J],《外语界》,第5期)
[26] Jia Guodong, Modern network and reform of college English teaching mode—design and implementation of web-based college English teaching mode[J], Foreign Language World,2003(6), 24-31. (贾国栋, 2003,“现代网络技术与大学英语教学模式改革---基于校园网的教学模式设计与试验研究”[J],《外语界》,第6期)
[27] Liang Zhengliu, IBPEL-exploring a new model in college English teaching[J], Foreign Language World,2004(3),4-14. (梁正溜,2004,“大学英语教学新模式探索”[J],《外语界》,第3期)
[28] Littlewood, W. Defining and developing autonomy in East Asian Contexts [J]. Applied Linguistics, 1999 (20P1): 71 -94.
[29] Littlewood, W. Learner autonomy: definitions, issues and problems[M]. Dublin:authentic,1991
[30] Munby, J. Communicative Syllabus Design[M]. Cambridge: Cambridge University Press, 1978.
[31] Nunan, D. Syllabus Design [M]. Oxford: Oxford University Press, 1988. 4.
[32] O’Malley, J. M. & Chamot, A. U. Learning Strategies in Second Language Acquisition [M] .Cambridge University Press , 1990.
[33] Omaggio, A. Successful language learners: What do we know about them? [J] ERIC/ CLL News Bulletin 5:223. 1978.
[34] Rui Xiaohe, Integrating WebQuest into intensive reading course[J], Foreign Language Education, 2004(6),83-87 (芮小河, 2004,“网上探究活动在精度教学中的应用”[J],《外语教学》,第6期)
[35] Skehan, P. Individual differences in Second Language Learning [M].London: Edward Arnold, 1989.
[36] Stern, H. Fundamental Concepts of Language Teaching [M]. Oxford University Press, 1983.
[37] Warschauer, M. and Kern, R. Network-based Language Teaching: Concepts and Practice [M]. Cambridge: Cambridge University Press, 2000. 151 - 171.
[38] Waters, A. and Vilches, M. L. C. Implementing ELT innovations: a needs analysis framework [J]. ELT Journal. 2001, Volume 55/2 , 133 - 141.
[39] Wenden, A. & J. Rubin (eds.). 1987. Learner Strategies in Language Learning [M]. New Jersey: Prentice Hall.
[40] West, R. Needs analysis in language teaching [J], Language Teaching. 1994/ 27: 1 - 19.
[41] Widdowson, H. & H. aspects of language teaching [M]. Oxford: oxford university press,1990
[42] Xiong Huikang, Xiong Dunli, Curriculum, standard and English teaching reform[J], Journal of Sichuan International Studies,2004(1),143-145. (熊慧康,熊敦礼, 2004,“大纲、标准及我国英语教学改革”[J],《四川外语学院学报》,第1期)
[43] Xu Jinfen,et al. Non-English major’s autonomous learning ability survey[J], Foreign Language Teaching and Research, 2004(1),65-69. (徐锦芬,彭仁忠,吴卫平, 2004,“非英语专业大学生自主性英语学习能力调查与分析”[J],《外语教学与研究》,第1期)
[44] Xu Qiuqin & Ren weili, College English teaching reform exploration[J], China Higher Education Research, 2005(5), 93-94. (徐秋琴,任伟利, 2005,“大学英语教学改革探析”[J],《中国高教研究》,第5期)
[45] Yu Weihua, Needs analysis and its application in EFL education[J], Foreign Language and Their Teaching, 2002(8),23-26. (余卫华, 2002,“需求分析在外语教学中的作用”[J],《外语与外语教学》,第8期)