从建构主义看基于网络的写作教学
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摘要
近年来，经济和科技的快速发展为我国外语教学带来了新的挑战和新的契机。一方面，新的背景向大学英语学习者提出了更高的语言要求。尽管长期接受被动式、填鸭式教学，他们现在却面临是否具备主动学习的能力、交际性写作能力、和思辨能力的挑战。另一方面，计算机技术被越来越多的运用于外语教学，给外语课堂加入了许多新的机辅语言学习活动，尤其是一些机辅网上学习项目被证实对提高英语写作教学质量有显著效果。与此同时，目前建构主义学习观因其强调学习者主动学习和主动建构意义而倍受学术界推崇。建构主义学习观认为，教师应该更多的扮演辅助者的角色，而让学习者更多的掌控自己的学习。由此，建构主义学习理论似乎对目前英语教学改革有一定的借鉴意义。因此，本文尝试从建构主义学习观出发，探讨在计算机辅助下英语写作教学的新途径。
本文首先阐述了建构主义学习理论，回顾了写作教学的相关研究以及国内外机辅语言写作教学研究实践。在文献回顾的基础上，作者总结出与写作相关的六个方面，以此作为讨论部分和问卷调查的框架结构，即参与程度、交流能力、思辨能力、语言输出、真实读者、和技术工具。本文采取了定量与定性相结合的研究方法，来分析数据资料和总结研究结果。本文的后半部分主要汇报了一项由一系列体现建构主义思想的学习活动所组成的“合作写作与网上发表”项目(Collaborative Writing and Web Publishing Project)。研究结果表明，这些学习活动对提高学生英语写作能力有良好效果，而学生们对此类项目亦普遍持肯定态度，并且逐渐意识到在网络环境中写作的本质的改变。最后，本文对未来该领域的相关研究提出一些启示。
The fast development of economy and technology in recent years presents new opportunities as well as challenges for English teaching in China. On one hand, there are higher demands on college English learners' mastery of English. After years of being passive learners and fed with chunks of bite-sized knowledge, they are now challenged to become active learners, critical thinkers and communicative writers of English. On the other hand, computer technology is more closely integrated into the language classroom and offers new opportunities for computer-assisted language learning (CALL) activities. In particular, computer-assisted online learning projects prove extremely helpful in the teaching of English writing. Along with these changes, the constructivist learning perspective is highly evaluated currently, which emphasizes learners' active learning and construction of meaning. In the perspective of constructivist learning, teachers should assume more of a facilitators' role and learners take more control over
their learning. Hence, it seems that constructivist learning theories will throw hints on the current reform in English teaching. Therefore, the current thesis attempts to explore a new approach to English writing instruction assisted by computer technology and backed up with constructivist learning theories.
The present thesis starts with a review of constructivist learning theories and that of writing instruction. Then it is followed by a brief review of computer-assisted writing practices at home and abroad. After that, six elements are abstracted from the reviewed literature as the basis for the study and the survey. They are, participation, interaction, critical thinking, output, authentic audience and tool. Both quantitative method and qualitative method are used in analyzing the data. The latter part of the thesis reports on the collaborative writing and web publishing project composed of a series of activities threaded with constructivist learning theories. The results of the study show that the activities are effective in improving students' English writing and students generally hold positive attitudes towards this kind of project, and there is a gradual awareness of the changing nature of writing in the online environment. The thesis concludes with some implications for future studies in this field.
本文首先阐述了建构主义学习理论，回顾了写作教学的相关研究以及国内外机辅语言写作教学研究实践。在文献回顾的基础上，作者总结出与写作相关的六个方面，以此作为讨论部分和问卷调查的框架结构，即参与程度、交流能力、思辨能力、语言输出、真实读者、和技术工具。本文采取了定量与定性相结合的研究方法，来分析数据资料和总结研究结果。本文的后半部分主要汇报了一项由一系列体现建构主义思想的学习活动所组成的“合作写作与网上发表”项目(Collaborative Writing and Web Publishing Project)。研究结果表明，这些学习活动对提高学生英语写作能力有良好效果，而学生们对此类项目亦普遍持肯定态度，并且逐渐意识到在网络环境中写作的本质的改变。最后，本文对未来该领域的相关研究提出一些启示。
The fast development of economy and technology in recent years presents new opportunities as well as challenges for English teaching in China. On one hand, there are higher demands on college English learners' mastery of English. After years of being passive learners and fed with chunks of bite-sized knowledge, they are now challenged to become active learners, critical thinkers and communicative writers of English. On the other hand, computer technology is more closely integrated into the language classroom and offers new opportunities for computer-assisted language learning (CALL) activities. In particular, computer-assisted online learning projects prove extremely helpful in the teaching of English writing. Along with these changes, the constructivist learning perspective is highly evaluated currently, which emphasizes learners' active learning and construction of meaning. In the perspective of constructivist learning, teachers should assume more of a facilitators' role and learners take more control over
their learning. Hence, it seems that constructivist learning theories will throw hints on the current reform in English teaching. Therefore, the current thesis attempts to explore a new approach to English writing instruction assisted by computer technology and backed up with constructivist learning theories.
The present thesis starts with a review of constructivist learning theories and that of writing instruction. Then it is followed by a brief review of computer-assisted writing practices at home and abroad. After that, six elements are abstracted from the reviewed literature as the basis for the study and the survey. They are, participation, interaction, critical thinking, output, authentic audience and tool. Both quantitative method and qualitative method are used in analyzing the data. The latter part of the thesis reports on the collaborative writing and web publishing project composed of a series of activities threaded with constructivist learning theories. The results of the study show that the activities are effective in improving students' English writing and students generally hold positive attitudes towards this kind of project, and there is a gradual awareness of the changing nature of writing in the online environment. The thesis concludes with some implications for future studies in this field.
引文
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Cummins, J. & Sayers, D. (1995) . Brave new schools: Challenging cultural illiteracy through global learning networks. New York: St. Martin's Press.
Cunningham, K. (2000) . Integrating CALL into the writing curriculum. The Internet TESL Journal, 6(5) .
Davey, I. (2001) . The use of collaborative Web page-design projects for teaching EFL, with a focus on Japanese university students. CALL-EJ, 3(1) .
Doble, L. (1999) . Publishing on the Web. CALL Review, 3-7
Duffy, T. M., & Cunningham, D. J. (1996) . Constructivism: Implications for the design and delivery of instruction. In D. H. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology, (pp.170-197) , New York: Macmillan.
Dunkel, P. (1991) . The effectiveness research on computer-assisted instruction and computer assisted language learning. In P. Dunkel (ed.), Computer-Assisted Language Learning and Testing: Research Issues and Practice (pp.5-27) . Newbury House: Harper Collins, New York.
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Fedderholdt, K. (2001) . An email exchange project between non-native speakers of English. ELT Journal, 55(3) , 273-279．
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Gagnon. G. & Collay, M. (2001) . Designing for learning: Six elements in constructivist classrooms, Thousand Oaks, CA: Corwin Press.
Gu, P. Y, & Xu, Z. (1999) . Improving EFL learning environment through networking.
In R. Debski & M. Levy (Eds.), WorldCALL: Global perspectives on computer-assisted language learning (pp.169-184) . The Netherlands: Swets & Zeitlinger Publisher.
Hanley, S. (1994) . On Constructivism. Available at: http://pespmcl.vub.ac.be/ EPISTEMI.html
Herbert, T. (1997) . The new literacy? The challenges of hypertextual discourse. Computer Assisted Language Learning, 10(5) , 479-489．
Hartley, J. (1993) . Writing, thinking and computers. British Journal of Educational Technology, 24(2) , 22-31．
Holmes, L. V. & Moulton, R. M. (1994) . I am amazine to see my write in print: Publishing from ESL students' perspective. TESOL Journal, 3(4) , 14-16．
Johnson, D.M. (1987) . Second language and content learning with computers. In P. Dunkel (ed.), Computer-Assisted Language Learning and Testing: Research Issues and Practice (pp. 61-79) . Newbury House: Harper Collins, New York.
Jonassen, D. (1991) . Evaluating constructivist learning. Educational Technology, 36(9) , 28-33．
Jonassen, D. (1994) . Thinking technology. Educational Technology, 34(4) , 34-37．
Jonassen, D. (1991) . Objectivism vs. constructivism. Educational Technology Research and Development, 39(3) , 5-14．
Krajka, J. (2000) . Using the Internet in ESL writing instruction. The Internet TESL Journal, 5(11) .
Kramsch, C. (2000) . Authenticity and authorship in the computer-mediated acquisition of L2 literacy. Language Learning and Technology, 4(2) , 78-104．
Landow, George (1992) . Hypertext: The Convergence of Contemporary Critical Theory and Technology. Baltimore: Johns Hopkins University Press.
Lee, K. (2000) . Energizing the ESL/EFL classroom through Internet activities. The Internet TESL Journal, 6(4) , Available at http://www.aitech.ac.jp/~iteslj.
Liao, C. (1999) . Emailing to improve EFL learner's reading and writing abilities. The Internet TESL Journal, 5(33) .
Liou, H. C. (1997) . The impact of www texts on EFL learning. Computer Assisted Language Learning, 10(5) , pp 455-478
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Levy, M. (1997) . Project-based learning for language teachers: Reflecting on the process. In Debski, R., Gassin, J. & Smith, M. (ed.). Language learning through social computing. Applied Linguistic Association of Austin & Harvard Language Center.
Mercer, N., & Scrimshaw, P. (1993) . Researching the electronic classroom. In P. Scrimshaw (ed.), Language, classrooms & computers (pp. 185-191) . Routledge, London.
Meloni, C. (1998) . The Internet in the classroom. ESL Magazine, 10-16．
Mike, D. (1996) . Internet in schools: A literacy perspective. Journal of Adolescent and Adult Literacy, 40 (1) , 1-13．
Muehleisen, V. (1997) . Projects using the Internet in vollege English classes. The Internet TESL Journal,3(6) , available at http://www.aitech.ac.jp/-iteslj.
Muncie, J. (2000) . Using written teacher feedback in EFL composition classes. ELT Journal, 54(1) 47-53．
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Belisle, R. (1996) . E-mail activities in the ESL writing class. The Internet TESL Journal, 2(12) . Available at http://iteslj.org/Articles/Belisle-Email.html
Bicknell, J. (1999) . Promoting writing and computer literacy skills through student-authored Web pages. TESOL Journal, 1, 20-26．
Brain, G. (1997) . Beyond word processing: Networked computers in ESL writing classes. Computers and Composition, 14, 45-48, Ablex Publishing Corporation.
Brain, G. (1998) . Local area network computers in ESL and EFL writing classes: Promises and reality. JALT Journal, 20 (2) .
Brooks, G. J. & Brooks. M. G. (1993) . The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Cameron, R. (2000) . Hypermedia, Internet communication, and the challenge of redefining literacy in the electronic age. Language Learning and Technology, 4(2) , 59-77．
Cummins, J. & Sayers, D. (1990) . Education 2001: Learning networks and educational reform. Computers in the schools, 7(1/2) , 1-29．
Cummins, J. & Sayers, D. (1995) . Brave new schools: Challenging cultural illiteracy through global learning networks. New York: St. Martin's Press.
Cunningham, K. (2000) . Integrating CALL into the writing curriculum. The Internet TESL Journal, 6(5) .
Davey, I. (2001) . The use of collaborative Web page-design projects for teaching EFL, with a focus on Japanese university students. CALL-EJ, 3(1) .
Doble, L. (1999) . Publishing on the Web. CALL Review, 3-7
Duffy, T. M., & Cunningham, D. J. (1996) . Constructivism: Implications for the design and delivery of instruction. In D. H. Jonassen (Ed.), Handbook of Research for Educational Communications and Technology, (pp.170-197) , New York: Macmillan.
Dunkel, P. (1991) . The effectiveness research on computer-assisted instruction and computer assisted language learning. In P. Dunkel (ed.), Computer-Assisted Language Learning and Testing: Research Issues and Practice (pp.5-27) . Newbury House: Harper Collins, New York.
Faigley, L. (1990) . Subverting the electronic workbook: Teaching writing using networked computers. In D. Baker & M. Monenberg (Eds), The writing teacher as researcher: Essays in the theory and practice of class-based research. Portsmouth, NH: Heinemann.
Fedderholdt, K. (2001) . An email exchange project between non-native speakers of English. ELT Journal, 55(3) , 273-279．
Feng, Cheng, Ogata, Hiroaki and Yano, Yoneo. (2000) . Mark-up-based writing error analysis model in an on-line classroom. Computer Assisted Language Learning, 73(1) , 79-97．
Fosnot, C. (1996) . Constructivism: A psychological theory of learning. In C. Fosnot (Ed.) Constructivism: Theory, perspectives, and practice, (pp.8-33) . New York: Teachers College Press.
Gergen, K. (1995) . Social construction and the educational process. In L. Steffe & J. Gale (Eds.). Constructivism in education, (pp. 17-39) . New Jersey: Lawrence Erlbaum Associates, Inc.
Grey, D. (1999) . The Internet in school. London & New York: Cassell.
Gagnon. G. & Collay, M. (2001) . Designing for learning: Six elements in constructivist classrooms, Thousand Oaks, CA: Corwin Press.
Gu, P. Y, & Xu, Z. (1999) . Improving EFL learning environment through networking.
In R. Debski & M. Levy (Eds.), WorldCALL: Global perspectives on computer-assisted language learning (pp.169-184) . The Netherlands: Swets & Zeitlinger Publisher.
Hanley, S. (1994) . On Constructivism. Available at: http://pespmcl.vub.ac.be/ EPISTEMI.html
Herbert, T. (1997) . The new literacy? The challenges of hypertextual discourse. Computer Assisted Language Learning, 10(5) , 479-489．
Hartley, J. (1993) . Writing, thinking and computers. British Journal of Educational Technology, 24(2) , 22-31．
Holmes, L. V. & Moulton, R. M. (1994) . I am amazine to see my write in print: Publishing from ESL students' perspective. TESOL Journal, 3(4) , 14-16．
Johnson, D.M. (1987) . Second language and content learning with computers. In P. Dunkel (ed.), Computer-Assisted Language Learning and Testing: Research Issues and Practice (pp. 61-79) . Newbury House: Harper Collins, New York.
Jonassen, D. (1991) . Evaluating constructivist learning. Educational Technology, 36(9) , 28-33．
Jonassen, D. (1994) . Thinking technology. Educational Technology, 34(4) , 34-37．
Jonassen, D. (1991) . Objectivism vs. constructivism. Educational Technology Research and Development, 39(3) , 5-14．
Krajka, J. (2000) . Using the Internet in ESL writing instruction. The Internet TESL Journal, 5(11) .
Kramsch, C. (2000) . Authenticity and authorship in the computer-mediated acquisition of L2 literacy. Language Learning and Technology, 4(2) , 78-104．
Landow, George (1992) . Hypertext: The Convergence of Contemporary Critical Theory and Technology. Baltimore: Johns Hopkins University Press.
Lee, K. (2000) . Energizing the ESL/EFL classroom through Internet activities. The Internet TESL Journal, 6(4) , Available at http://www.aitech.ac.jp/~iteslj.
Liao, C. (1999) . Emailing to improve EFL learner's reading and writing abilities. The Internet TESL Journal, 5(33) .
Liou, H. C. (1997) . The impact of www texts on EFL learning. Computer Assisted Language Learning, 10(5) , pp 455-478
Li, Yili. (2000a). Assessing second language writing: The relationship between computerized analysis and rater evaluation. ITL review of Applied Linguistics
(pp127-128) : Leuven, Belgium.
Li, Yili. (2000b). Linguistic characteristics of ESL writing in task-based email activities. System, 25(2) , 45-229．
Levy, M. (1997) . Project-based learning for language teachers: Reflecting on the process. In Debski, R., Gassin, J. & Smith, M. (ed.). Language learning through social computing. Applied Linguistic Association of Austin & Harvard Language Center.
Mercer, N., & Scrimshaw, P. (1993) . Researching the electronic classroom. In P. Scrimshaw (ed.), Language, classrooms & computers (pp. 185-191) . Routledge, London.
Meloni, C. (1998) . The Internet in the classroom. ESL Magazine, 10-16．
Mike, D. (1996) . Internet in schools: A literacy perspective. Journal of Adolescent and Adult Literacy, 40 (1) , 1-13．
Muehleisen, V. (1997) . Projects using the Internet in vollege English classes. The Internet TESL Journal,3(6) , available at http://www.aitech.ac.jp/-iteslj.
Muncie, J. (2000) . Using written teacher feedback in EFL composition classes. ELT Journal, 54(1) 47-53．
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