计算机辅助语言教学软件评估
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摘要
随着计算机技术的迅速发展,诸多的计算机辅助语言教学软件随之面世并运用于英语教学中。越来越多的教师使用CALL(计算机辅助语言教学)和CALL软件进行教学。然而老师和学生们在实际教学中很难选择对语言学习有用的光盘软件。目前我国有关CALL软件的评估和运用CALL进行大学英语教学的研究比较有限。因此,为了更加了解多媒体光盘的运用对大学生英语学习的影响,迫切需要进行大量的相关研究。
《大学体验英语综合教程》CD-ROM是高等教育出版社发行的教材《大学体验英语综合教程》补充电子教材,本研究将对此光盘进行评估。希望通过评估来探讨此光盘的优缺点。此外,本论文还讨论了一些有关多媒体光盘学习的问题。研究结果如下:
该光盘适合英语教学和学生自主学习。因为光盘所提供的大量练习起到课堂教学补充材料的作用。同时它还提供了课外学习的内容供学习者自主阅读和自我录音,教师因此在课堂上可以有时间介绍新的教学内容。另外,该光盘能够帮助学生复习课堂教学内容,激发学生的学习兴趣和动机,提高学生听说和阅读能力。大部分受试学生对光盘的内容、设计和操作感到满意。总之,此光盘值得向教师和学生推荐。
本研究同时采用了定量和定性研究的方法。定量研究数据是通过分析两位研究者使用的一份评表和75名重庆大学非英语专业大二学生所使用的问卷调查收集得到。定性研究的材料则来源于此次研究中和学生及教师所进行的座谈。本研究以定量、定性方法所得到的结果为基础来分析此光盘的优缺点,并对光盘的设计提出建议。
希望本次研究能给英语教师提供一些有用的建议,使他们能更有效地使用计算机辅助语言教学软件补充平时课堂教学并指导学生如何使用此类软件进行自主学习。最后,也希望此研究能提供一些意见供软件设计者参考,对今后的软件研发和改进有所帮助。
With the rapid advancement of computer technology, more and more CALL (Computer-Assisted Language Learning) software have been developed for foreign language learning and the number of teachers using CALL and CALL software has been increasing markedly. However, teachers and learners often find it difficult to decide which software is more useful to English learning. Research on evaluation of the multimedia software and on the effective use of CALL for learning and instruction remains limited in China. Thus there is a pressing need for substantial research and evaluation under controlled condition to better understand the special impact of multimedia software on college English learning.
The main concern and interest of this study is to evaluate the Experiencing English CD-ROM published by Higher Education Press as the supplementary media to their textbooks Experiencing English. It is expected that this study will highlight strengths and limitations of the multimedia CD-ROM under evaluation. In addition, some issues on multimedia CD-ROM learning are also discussed. The major findings of the study can be summarized as follows:
This program can fit into the instructor's foreign language class in the following ways:
(1) It can serve as a supplementary material by offering a range of exercises that complement the materials being taught in class already; (2) It provides extra practice covering listening, speaking, reading, writing and translating skills outside class hours, thus saving class time for teachers to introduce new information;(3) It has great potential of helping students review what they have learned in class, arousing students' learning interest and motives, and improving learners' reading, speaking and listening abilities. The majorities of the subjects think highly of the CD-ROM in terms of its design, contents and operation. To sum up, this CD-ROM is worth recommending to other prospective buyers.
In the study, both quantitative and qualitative methods are employed. The quantitative data are collected from the evaluation of the target CD-ROM by two evaluators through a well-designed checklist and a survey of 75 second-year non-English major students. Besides, interviews with students and teachers are employed as qualitative data. Based on the findings elicited quantitatively and qualitatively, strengths and weaknesses of the CD-ROM are discussed, and suggestions about the design of the CD-ROM are proposed.
It is hoped that this study can offer some useful suggestions to language teachers so that they may effectively use CALL software as a supplement to their regular teaching and guide students how to use it in their autonomy learning. Finally, this study will be able to provide publishing houses and courseware designers with some useful suggestions for further development.
《大学体验英语综合教程》CD-ROM是高等教育出版社发行的教材《大学体验英语综合教程》补充电子教材,本研究将对此光盘进行评估。希望通过评估来探讨此光盘的优缺点。此外,本论文还讨论了一些有关多媒体光盘学习的问题。研究结果如下:
该光盘适合英语教学和学生自主学习。因为光盘所提供的大量练习起到课堂教学补充材料的作用。同时它还提供了课外学习的内容供学习者自主阅读和自我录音,教师因此在课堂上可以有时间介绍新的教学内容。另外,该光盘能够帮助学生复习课堂教学内容,激发学生的学习兴趣和动机,提高学生听说和阅读能力。大部分受试学生对光盘的内容、设计和操作感到满意。总之,此光盘值得向教师和学生推荐。
本研究同时采用了定量和定性研究的方法。定量研究数据是通过分析两位研究者使用的一份评表和75名重庆大学非英语专业大二学生所使用的问卷调查收集得到。定性研究的材料则来源于此次研究中和学生及教师所进行的座谈。本研究以定量、定性方法所得到的结果为基础来分析此光盘的优缺点,并对光盘的设计提出建议。
希望本次研究能给英语教师提供一些有用的建议,使他们能更有效地使用计算机辅助语言教学软件补充平时课堂教学并指导学生如何使用此类软件进行自主学习。最后,也希望此研究能提供一些意见供软件设计者参考,对今后的软件研发和改进有所帮助。
With the rapid advancement of computer technology, more and more CALL (Computer-Assisted Language Learning) software have been developed for foreign language learning and the number of teachers using CALL and CALL software has been increasing markedly. However, teachers and learners often find it difficult to decide which software is more useful to English learning. Research on evaluation of the multimedia software and on the effective use of CALL for learning and instruction remains limited in China. Thus there is a pressing need for substantial research and evaluation under controlled condition to better understand the special impact of multimedia software on college English learning.
The main concern and interest of this study is to evaluate the Experiencing English CD-ROM published by Higher Education Press as the supplementary media to their textbooks Experiencing English. It is expected that this study will highlight strengths and limitations of the multimedia CD-ROM under evaluation. In addition, some issues on multimedia CD-ROM learning are also discussed. The major findings of the study can be summarized as follows:
This program can fit into the instructor's foreign language class in the following ways:
(1) It can serve as a supplementary material by offering a range of exercises that complement the materials being taught in class already; (2) It provides extra practice covering listening, speaking, reading, writing and translating skills outside class hours, thus saving class time for teachers to introduce new information;(3) It has great potential of helping students review what they have learned in class, arousing students' learning interest and motives, and improving learners' reading, speaking and listening abilities. The majorities of the subjects think highly of the CD-ROM in terms of its design, contents and operation. To sum up, this CD-ROM is worth recommending to other prospective buyers.
In the study, both quantitative and qualitative methods are employed. The quantitative data are collected from the evaluation of the target CD-ROM by two evaluators through a well-designed checklist and a survey of 75 second-year non-English major students. Besides, interviews with students and teachers are employed as qualitative data. Based on the findings elicited quantitatively and qualitatively, strengths and weaknesses of the CD-ROM are discussed, and suggestions about the design of the CD-ROM are proposed.
It is hoped that this study can offer some useful suggestions to language teachers so that they may effectively use CALL software as a supplement to their regular teaching and guide students how to use it in their autonomy learning. Finally, this study will be able to provide publishing houses and courseware designers with some useful suggestions for further development.
引文
[1] Alexander, S., &Hedberg, J.(1994). Evaluating technology-based learning: Which model? In K. Beattie, C. McNaught&S. Wills (Ed.), Interactive multimedia in education: Designing for change in teaching and learning. (pp.517-552). Holland: Elsevier Science B.V
[2] American Council on the Teaching of Foreign Languages(ACTEFL).(1996). Standards for Foreign Language Learning: Preparing for the 21st Century. Yonkers, NY: American Council on Teaching of Foreign Languages, Inc.
[3] Barker, P., &King, T. (1993). Evaluating interactive multimedia courseware--a methodology. Computers in Education, 21 (4), 307-319.
[4] Biraimah, K. (1993). The non-neutrality of educational computer software. Computers & Education, 20(4), 283-290.
[5] Bracey, G. W. (1987) .Computer-Assisted Instruction: What the Research Shows. Electronic Learning ,7(3), 22-23.
[6] Bringuier, J. C. (1980). Conversations with Jean Piaget. Chicago: University of Chicago Press.
[7] Chang,L.L.(2003).An evaluation system of educational software: A self-instructional approach. Educational Technology, 28(6), 15-9.
[8] Chang, Sheng Yong. (1992). Proposal of a checklist for evaluating courseware for foreign language learning on a self-access basis. English Teaching and Learning, 17, 4-12.
[9] Chapelle,C.A.(2001).Computer Applications in second language acquisition. Cambridge: Cambridge University Press. Checklist for software evaluation. Robert Henderson language Media Center.Retrieved July 18,2008, from http://www.polyglot.pitt. edu/ workshops/ techworkshops00/ handouts/ sweval.html.
[10] Collis.(1998).Computers, Curriculum, and Whole-Class Instruction. CA: Wdsworth Publishing Company
[11] Fosnot, C. T.(1996). Constructivism: Theory, Perspective, and Practice. New York: Teachers College Press.
[12] Glasersfeld, T.L.(1997). Piaget's scheme and constructivism. The Genetic Epistemologist, 13(2), 9–15.
[13] GSL 520 Computer assisted language learning ESL software evaluation Form.(2003). Retrieved July 23,2008, from http:// academics.smcvt.edu/ cbauer-ramazani/ GSL520/ Materials/Software% 20 Evaluation %20Feedbac%20Form/ Software%20Evaluation%20Feedback%20Form.html/
[14] Gu, Peiya. (2002). Web-based project learning and EFL learning: Chinese example. Asian Journal of English Language Teaching, 12, 195-210.
[15] Hayden, M.,& Speedy, G.(1995). Evaluation of the 1993 national teaching development Grants. Lismore: Southern Cross University.
[16] Henderson, L. (1996). Instructional design of interactive multimedia: A cultural critique. Educational Technology, Research & Development, 44(4), 85-104.
[17] Hubbard, Philip. (1992). An integrated framework for CALL courseware evaluation. CALICO Journal, 6(2), 51-72.
[18] Ioannou-Georgiou, S. (2002). Selecting software for language classes. Modern English Teacher,11(3), 63-68.
[19] Jonassen, D.H.(2001). Objectivism versus Constructivism: Do we need a new philosophical paradigm? Educational Technological Research and Development, 25(5),30-36.
[20] Levy, M. (1997). Computer-Assisted Language Learning: Context and Conceptualization Oxford:Oxford University Press.
[21] Lippert, R. (1989). Expert systems: Tutors, tools and tutees. Journal of Computer-Based Instruction, 16(1), 11-19.
[22] Molenda, M. (1991). A philosophical critique of the claims of“constructivism.”Educational technology, (31) 10, 44-48.
[23] Murphy, E.(1997). Constructivism: From philosophy to practice. American Psychlogist, 50,750-756. Retrieved Sep 10, 2008, from http://www.cdli.ca/~elmurphy/emurphy/cle.htm
[24] Nelson, T.H. (Eds.). (1967). Getting it out of our system in information retrial: a critical view. Washington, D.C.: Thompson Books.
[25] Northrup,P.T.(1995).Concurrent Formative Evaluation: Guidelines and Implications for Multimedia Designers. Educational Technology, 35(6),24-31.
[26] Nunan, D. (1988). The learner-centered curriculum: a study in second language teaching. Cambridge: Cambridge University Press.
[27] Pai,Shiou-pao. (1992). A study on the effect of different on-line computer helps on reading comprehension. Taiwan:Taiwan National Cheng-chi University
[28] Raschio,R.A. (1990). The role of cognitive style in improving computer-assisted language learning. Hispania, 73(2), 535-541.
[29] Reiber, L.P. (1992). Computer-based microworlds: A bridge between constructivism and direct instruction. Educational Technology Research and Development, 40(1), 93-106
[30] Reiser, R.A.,&Kegelmann, H.W. (1994). Evaluating instructional software: A review andcritique of current methods. Educational Technology, Research & Development, 42 (3), 63-69.
[31] Ruschoff.(1999). Construction of knowledge as the basis of foreign language learning. In B. Missler and U. Multhaup(Ed.), The Construction of knowledge, Learner Autonomy and Related Issues in Foreign Language Learning: Essays in Honor of Dieter Wolff. (pp.79-88). Staufenburg Verlag:Tubingen.
[32] Shaughnessy, M.(2002). Educational software evaluation: A contextual approach. Unpublished doctoral dissertation, University of Cincinnati.
[33] Taylor, Robert. (1980). The computer in the school: tutor, tool, tutee. New York: Teachers College Press.
[34] Tseng, Junjie.(1998). Comparisons of paper and multimedia readings.Taiwan National Cheng-chi University.
[35] Thorpe, M. (1988). Evaluating open and distance learning. Essex: Longman Open Learning.
[36] Von Glasersfeld, E.(1997).A constructivist approach to teaching. Paper presented at the Alternative Epistemologies Conference at the University of Georgia.
[37] Wade, T. E. Jr. (1980). Evaluating computer instructional programs and other teaching Unit. Educational Technology, 20(6), 32-34.
[38] Wong, C. J. (1996). Computer grammar checkers and teaching ESL writing. Paper presented at the 9th Annual Midlands Conferences on Language and Literature, Omha.
[39] Zhang Shuting. (2004). CALL: Implications for English major education. Anhui: Anhui University
[40]程东元,沈彩芬(1999).建构主义教学法与机辅外语听说课.《解放军外国语学院学报》.第3期.
[41]大学体验英语系列教材第三册配套CD-ROM (2007).北京:高等教育出版社.
[42]甘露(2002).建构主义心理学及其对机辅外语教学的启示.《四川外语学院学报》.第4期.
[43]高等学校外语专业教学指导委员会英语组(2000).高等学校英语专业英语教学大纲.北京:外语教学与研究出版社.
[44]顾佩娅(2003).基于建构主义的计算机辅助项目教学实践.《外语与外语教学》.第7期.
[45]顾佩娅(1995).谈多媒体计算机辅助语言教学.《苏州大学学报》.第21期:34-36,4.
[46]胡文仲(1999).大学英语教学的新举措—评《大学英语》精读多媒体教学与辅导光盘.《外语界》.第2期.
[47]贾磊(2004).用建构主义理论指导机辅外语教学.《山东外语教学》.第6期.
[48]李光梅(2002).建构主义理论在多媒体英语教学中的运用.《四川外语学院学报》.第3期.
[49]伍忠杰等(2007).《大学体验英语系列教材》(1-4册).北京:高等教育出版社.
[50]许家谨(2002).计算机辅助语言学习软件设计的建构主义模式.《山东外语教学》.第2期.
[51]张海榕(2004).建构主义教学理论与机辅外语教学.《天津外国语学院学报》.第9期.
[2] American Council on the Teaching of Foreign Languages(ACTEFL).(1996). Standards for Foreign Language Learning: Preparing for the 21st Century. Yonkers, NY: American Council on Teaching of Foreign Languages, Inc.
[3] Barker, P., &King, T. (1993). Evaluating interactive multimedia courseware--a methodology. Computers in Education, 21 (4), 307-319.
[4] Biraimah, K. (1993). The non-neutrality of educational computer software. Computers & Education, 20(4), 283-290.
[5] Bracey, G. W. (1987) .Computer-Assisted Instruction: What the Research Shows. Electronic Learning ,7(3), 22-23.
[6] Bringuier, J. C. (1980). Conversations with Jean Piaget. Chicago: University of Chicago Press.
[7] Chang,L.L.(2003).An evaluation system of educational software: A self-instructional approach. Educational Technology, 28(6), 15-9.
[8] Chang, Sheng Yong. (1992). Proposal of a checklist for evaluating courseware for foreign language learning on a self-access basis. English Teaching and Learning, 17, 4-12.
[9] Chapelle,C.A.(2001).Computer Applications in second language acquisition. Cambridge: Cambridge University Press. Checklist for software evaluation. Robert Henderson language Media Center.Retrieved July 18,2008, from http://www.polyglot.pitt. edu/ workshops/ techworkshops00/ handouts/ sweval.html.
[10] Collis.(1998).Computers, Curriculum, and Whole-Class Instruction. CA: Wdsworth Publishing Company
[11] Fosnot, C. T.(1996). Constructivism: Theory, Perspective, and Practice. New York: Teachers College Press.
[12] Glasersfeld, T.L.(1997). Piaget's scheme and constructivism. The Genetic Epistemologist, 13(2), 9–15.
[13] GSL 520 Computer assisted language learning ESL software evaluation Form.(2003). Retrieved July 23,2008, from http:// academics.smcvt.edu/ cbauer-ramazani/ GSL520/ Materials/Software% 20 Evaluation %20Feedbac%20Form/ Software%20Evaluation%20Feedback%20Form.html/
[14] Gu, Peiya. (2002). Web-based project learning and EFL learning: Chinese example. Asian Journal of English Language Teaching, 12, 195-210.
[15] Hayden, M.,& Speedy, G.(1995). Evaluation of the 1993 national teaching development Grants. Lismore: Southern Cross University.
[16] Henderson, L. (1996). Instructional design of interactive multimedia: A cultural critique. Educational Technology, Research & Development, 44(4), 85-104.
[17] Hubbard, Philip. (1992). An integrated framework for CALL courseware evaluation. CALICO Journal, 6(2), 51-72.
[18] Ioannou-Georgiou, S. (2002). Selecting software for language classes. Modern English Teacher,11(3), 63-68.
[19] Jonassen, D.H.(2001). Objectivism versus Constructivism: Do we need a new philosophical paradigm? Educational Technological Research and Development, 25(5),30-36.
[20] Levy, M. (1997). Computer-Assisted Language Learning: Context and Conceptualization Oxford:Oxford University Press.
[21] Lippert, R. (1989). Expert systems: Tutors, tools and tutees. Journal of Computer-Based Instruction, 16(1), 11-19.
[22] Molenda, M. (1991). A philosophical critique of the claims of“constructivism.”Educational technology, (31) 10, 44-48.
[23] Murphy, E.(1997). Constructivism: From philosophy to practice. American Psychlogist, 50,750-756. Retrieved Sep 10, 2008, from http://www.cdli.ca/~elmurphy/emurphy/cle.htm
[24] Nelson, T.H. (Eds.). (1967). Getting it out of our system in information retrial: a critical view. Washington, D.C.: Thompson Books.
[25] Northrup,P.T.(1995).Concurrent Formative Evaluation: Guidelines and Implications for Multimedia Designers. Educational Technology, 35(6),24-31.
[26] Nunan, D. (1988). The learner-centered curriculum: a study in second language teaching. Cambridge: Cambridge University Press.
[27] Pai,Shiou-pao. (1992). A study on the effect of different on-line computer helps on reading comprehension. Taiwan:Taiwan National Cheng-chi University
[28] Raschio,R.A. (1990). The role of cognitive style in improving computer-assisted language learning. Hispania, 73(2), 535-541.
[29] Reiber, L.P. (1992). Computer-based microworlds: A bridge between constructivism and direct instruction. Educational Technology Research and Development, 40(1), 93-106
[30] Reiser, R.A.,&Kegelmann, H.W. (1994). Evaluating instructional software: A review andcritique of current methods. Educational Technology, Research & Development, 42 (3), 63-69.
[31] Ruschoff.(1999). Construction of knowledge as the basis of foreign language learning. In B. Missler and U. Multhaup(Ed.), The Construction of knowledge, Learner Autonomy and Related Issues in Foreign Language Learning: Essays in Honor of Dieter Wolff. (pp.79-88). Staufenburg Verlag:Tubingen.
[32] Shaughnessy, M.(2002). Educational software evaluation: A contextual approach. Unpublished doctoral dissertation, University of Cincinnati.
[33] Taylor, Robert. (1980). The computer in the school: tutor, tool, tutee. New York: Teachers College Press.
[34] Tseng, Junjie.(1998). Comparisons of paper and multimedia readings.Taiwan National Cheng-chi University.
[35] Thorpe, M. (1988). Evaluating open and distance learning. Essex: Longman Open Learning.
[36] Von Glasersfeld, E.(1997).A constructivist approach to teaching. Paper presented at the Alternative Epistemologies Conference at the University of Georgia.
[37] Wade, T. E. Jr. (1980). Evaluating computer instructional programs and other teaching Unit. Educational Technology, 20(6), 32-34.
[38] Wong, C. J. (1996). Computer grammar checkers and teaching ESL writing. Paper presented at the 9th Annual Midlands Conferences on Language and Literature, Omha.
[39] Zhang Shuting. (2004). CALL: Implications for English major education. Anhui: Anhui University
[40]程东元,沈彩芬(1999).建构主义教学法与机辅外语听说课.《解放军外国语学院学报》.第3期.
[41]大学体验英语系列教材第三册配套CD-ROM (2007).北京:高等教育出版社.
[42]甘露(2002).建构主义心理学及其对机辅外语教学的启示.《四川外语学院学报》.第4期.
[43]高等学校外语专业教学指导委员会英语组(2000).高等学校英语专业英语教学大纲.北京:外语教学与研究出版社.
[44]顾佩娅(2003).基于建构主义的计算机辅助项目教学实践.《外语与外语教学》.第7期.
[45]顾佩娅(1995).谈多媒体计算机辅助语言教学.《苏州大学学报》.第21期:34-36,4.
[46]胡文仲(1999).大学英语教学的新举措—评《大学英语》精读多媒体教学与辅导光盘.《外语界》.第2期.
[47]贾磊(2004).用建构主义理论指导机辅外语教学.《山东外语教学》.第6期.
[48]李光梅(2002).建构主义理论在多媒体英语教学中的运用.《四川外语学院学报》.第3期.
[49]伍忠杰等(2007).《大学体验英语系列教材》(1-4册).北京:高等教育出版社.
[50]许家谨(2002).计算机辅助语言学习软件设计的建构主义模式.《山东外语教学》.第2期.
[51]张海榕(2004).建构主义教学理论与机辅外语教学.《天津外国语学院学报》.第9期.