混合学习法在大学英语口语教学中的可行性研究
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摘要
近年来混合学习法(Blended Learning)在国外的企业界和教育界越来越受到瞩目,成为学习领域中一个非常重要的研究议题,被视为是能够有效改善与增进学习成效的方法。2003年何克抗教授把混合学习的概念引进我国,一直受到国内学者的高度关注。这是混合学习对传统教学改革和对网上学习(E-learning)反思后变革的融合点。目前在我国尚未将混合学习法应用在大学英语口语教学中的实证研究,基于这个背景,笔者选择了本研究题目。
本文在文献综述的基础上,结合实际教学情况设计了以混合学习理论为基础的大学英语口语教学框架,选取了湛江师范学院一个非英语专业本科班进行了一个学期的实验,采用在线学习+课堂面授+同伴互助学习的口语教学模式,比较实验前后学生口语能力、学习兴趣的变化以及对混合学习法的认同感,利用口语前测和后测来检验教学效果。
研究结果表明,在配对样本T测试中t=11.98 , p< 0.05说明口语后测成绩与前测存在显著差异,前者的平均分高出2.18分(满分15分)。实验后,学生在语言准确性、连贯性和得体性等方面表现较佳,谈话内容更言之有物。这说明以混合学习理论为基础的口语教学法是可行的,它有效地提高了学生的口语水平,培养了自主学习、课堂学习和同伴学习等多种学习能力。此外,问卷调查和采访的结果显示,混合学习法能明显培养学生学习口语的兴趣,促进他们学习口语的积极性,实现了学习过程和教学效果的最优化。最后,本文还就口语课的进一步研究提出了一些建议。
In recent years, Blended Learning becomes more and more popular in business and educational fields abroad. It is regarded as an important topic in language learning because it is potential to enhance and improve students’learning effectiveness. Blended Learning was introduced to China by professor He Kekang in 2004, which has aroused the domestic scholars’attention. This is because Blended Learning is a connecting point of traditional teaching and E-learning. No empirical study is ever conducted incorporating Blended Learning with college spoken English teaching until now in China, so the research topic is chosen.
After the literature review, a spoken English teaching framework based on Blended Learning theory is designed. One non-English major class in Zhanjiang Normal University is involved in the study. This class was instructed in Blended Learning environment—online learning +face-to-face instruction + peer learning. Pre- and post-spoken tests were conducted before and after the experiment to test the teaching effect. Besides, interviews and questionnaire were also carried out to investigate students’learning interest and perception of Blended Learning.
In the Paired Samples Test, t=11.98, p<0.05 indicate that there is significant difference before and after the experiment. The mean score of post-test is 2.18 points higher (total score 15). Students’performance in Accuracy, Flexibility and Discourse Management is much better than before. That is to say, the Blended Learning method can effectively improve students’spoken proficiency and cultivate various learning methods, such as self-study, classroom learning and peer learning. Moreover, the results of the questionnaire survey reveal that this hybrid method can stimulate students’interest in spoken English learning, promote their active engagement and optimize the learning process and teaching effect. Finally, some suggestions are given on spoken English teaching methods for further study.
本文在文献综述的基础上,结合实际教学情况设计了以混合学习理论为基础的大学英语口语教学框架,选取了湛江师范学院一个非英语专业本科班进行了一个学期的实验,采用在线学习+课堂面授+同伴互助学习的口语教学模式,比较实验前后学生口语能力、学习兴趣的变化以及对混合学习法的认同感,利用口语前测和后测来检验教学效果。
研究结果表明,在配对样本T测试中t=11.98 , p< 0.05说明口语后测成绩与前测存在显著差异,前者的平均分高出2.18分(满分15分)。实验后,学生在语言准确性、连贯性和得体性等方面表现较佳,谈话内容更言之有物。这说明以混合学习理论为基础的口语教学法是可行的,它有效地提高了学生的口语水平,培养了自主学习、课堂学习和同伴学习等多种学习能力。此外,问卷调查和采访的结果显示,混合学习法能明显培养学生学习口语的兴趣,促进他们学习口语的积极性,实现了学习过程和教学效果的最优化。最后,本文还就口语课的进一步研究提出了一些建议。
In recent years, Blended Learning becomes more and more popular in business and educational fields abroad. It is regarded as an important topic in language learning because it is potential to enhance and improve students’learning effectiveness. Blended Learning was introduced to China by professor He Kekang in 2004, which has aroused the domestic scholars’attention. This is because Blended Learning is a connecting point of traditional teaching and E-learning. No empirical study is ever conducted incorporating Blended Learning with college spoken English teaching until now in China, so the research topic is chosen.
After the literature review, a spoken English teaching framework based on Blended Learning theory is designed. One non-English major class in Zhanjiang Normal University is involved in the study. This class was instructed in Blended Learning environment—online learning +face-to-face instruction + peer learning. Pre- and post-spoken tests were conducted before and after the experiment to test the teaching effect. Besides, interviews and questionnaire were also carried out to investigate students’learning interest and perception of Blended Learning.
In the Paired Samples Test, t=11.98, p<0.05 indicate that there is significant difference before and after the experiment. The mean score of post-test is 2.18 points higher (total score 15). Students’performance in Accuracy, Flexibility and Discourse Management is much better than before. That is to say, the Blended Learning method can effectively improve students’spoken proficiency and cultivate various learning methods, such as self-study, classroom learning and peer learning. Moreover, the results of the questionnaire survey reveal that this hybrid method can stimulate students’interest in spoken English learning, promote their active engagement and optimize the learning process and teaching effect. Finally, some suggestions are given on spoken English teaching methods for further study.
引文
Barnum, C. & Paarmann, W. (2002). Bringing introduction to the teacher: A Blended Learning Model. Technical Communication, 30(2), 56-64.
Bersin, J. (2004). The Blended Learning Book: Best Practices, Proven Methodologies, and Lessons Learned. United States of America: Pfeiffer Publications.
Black, G. (2001). A Comparison of Traditional, Online and Hybrid Methods of Course Delivery. Paper presented at the International Conference on Teaching Online in Higher Education: “Synthesizing Online Teaching Strategies”.
Brooks & Brooks (1993). The Case for Constructivist Classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Brown, H.D. (2002). Principles of Language Learning and Teaching. Beijing: Foreign Language Teaching and Research Press.
Chapelle, C. (2001). Computer Application in Second Language Acquisition. Britain: Cambridge University Press.
Dornyei, Z. (1998). Motivation in Second and Foreign Language Learning. CILT: CUP
Driscoll, M. (2002). Blended Learning—Let’s get beyond the hype. E-learning, 3(3), 54.
Dziuban, C., Moskal, P., & Hartman, J. (2004) Higher Education, Blended Learning and the Generations: Knowledge is Power-No More. Elements of Quality Online Education, 5(7), 83.
E-learning Center’s Library. (2006). Blended Learning: why everything old is new again-but better. Retrieved January 28, 2008, from Web site: www.e-learningcentre.co.uk/eclipse/Resources/ blended.htm
Eggen, P. & Kauchak, D. (2005). Educational Psychology: Windows on Classrooms. USA: Prentice Hall.
Fosnot, C. (1996). Constructivism: A Psychological Theory of Learning. Constructivism: Theory, Perspectives, and Practice. New York: Teachers College Press.
Garnham, C. & Kaleta, R. (2002). Introduction to Hybrid Course. Teaching with Technology Today. 8(6), 122-134.
Ginns, P. & Ellis, R. (2007). Quality in Blended Learning: Exploring the relationships between online and face-to-face teaching and learning. Internet and Higher Education, 10(1), 53-64.
Graham, C.R. (2005). Blended Learning Systems: Definition, Current Trends, and Future Directions. San Francisco, CA: Pfeiffer Publications.
Harriman, G. (2004). What is Blended Learning? E-Learning Resources. Retrieved September 27,2007, from Web site: www.grayharriman.com/blended_learning.htm
Hugh, C. & Fill, K. (2007). Embedding Blended Learning in a university’s teaching culture: Experiences and reflections. British Journal of Educational Technology, 38(5), 817-828.
Krashen, S.D. (1982). Principles & Practice in Second Language Acquisition. Oxford: Pergamon Press.
Merkelbach, C. &毕先芸. (2003). A Foreign Language Learning Program with Blended Course Design: A Proposed Model and its Evaluation. Retrieved January 20, 2008, from Web site: www.jalt-publications.org/tlt/articles/2003/06/scattergood.
The Node Learning Technologies Network. (2004). Guide to Blended Learning: Skills at Work. Toronto: Alpha Plus Center.
Nunan, D. (1991). Communicative Tasks and the Language Curriculum. TESOL Quarterly, 25(2), 279-295.
O’Donnel, A. M. & King, A. (1999). Cognitive Perspectives on Peer Learning. New Jersey: Lawrence Erlbaum Associates.
Richards, J.C. (2001). Curriculum Development in Language Teaching. Britain: Cambridge University Press.
Richards, J.C. & Smith R. (2002). Language Teaching and Applied Linguistic. Beijing: Foreign Language Teaching and Research Press.
Rochester Institute of Technology. (2004). Blended Learning Pilot Project: Final Report for the Academic Year 2003-2004. Retrieved October 10, 2007, from Web site: www.distancelearning. rit.edu/blended/Files/BlendedPilotReport2003_04.pdf
Rosenberg, M.J. (2001). E-learning: Strategies for Delivering Knowledge in the Digital Age. New York: McGraw Hill Professional.
Rovai, A. & Jordan, H. (2004) Blended Learning and Sense of Community: A Comparative Analysis with Traditionally and Fully Online Graduate Courses. The International Review of Research in Open and Distance Learning, 5(2), 83-95.
Royer Center for Learning and Academic Technologies. (2004). What is Blended Learning? Retrieved November 18, 2007, from Web site: www/royercenter.cwc.psu.edu/Faculty/ blended.aspx
Russel, A., Donahue, C., & McCarron, C. (2002). Hybrid writing: From pilot to program. Retrieved April 28 2007, from Web site: neasc.umf.maine.edu/data/tutorial/Tiane/RusselHybrid6.pdf
Singh, H. (2003). Building Effective Blended Learning Programs. Educational Technology, 43(6), 51-54.
Smith, J. M. (2001). Blended Learning: An Old Friend Gets a New Name. Retrieved October 17,2007, from Web site: www.gwsae.org/Executiveupdate/2001/March/blended.htm
Stockley. D. (2003). Blended Learning or training-definition and explanation. Retrieved February 25, 2008, from Web site: derekstocley.com.au/blended-learning.htm1
Tarone, E. & Yule, G. (1989). Focus on The Language Learner: Approaches to Identifying and Meeting the Needs of Second Language Learners. Oxford: Oxford University Press.
Valiathan, P. (2002). Blended Learning Models. Learning Circuits. Retrieved June 16, 2006 from Web site: www.learningcircuits.org/2002/aug2002/valiathan.html
Welker, J. & Berardino, L. (2006). Blended Learning: Understanding the middle ground between traditional classroom and fully online instruction. Journal of Educational Technology Systems, 34(1), 33-56.
郭鸿雁(2004),非英语专业大学生英语听说能力封闭式培养模式探索,《外语界》第2期:51-55.
何克抗(2004),从Blended Learning看教育技术理论的新发展(上),《电化教育研究》第3期:1-6.
何克抗,李文光(2002),《教育技术学》,北京:北京师范大学出版社.
胡壮麟,姜望琪(2002),《语言学高级教程》,北京:北京大学出版社.
黄明(2006),大学英语口语课实验——降低口语焦虑感提高学生说英语的主动性,《当代教育论坛》第20期:113-115.
黄申红,马刚(2001),媒体技术和CAI,《黑龙江林业》第8期24-25.
教育部高等教育司(2007),《大学英语课程教学要求》,上海:上海外语教育出版社.
金霞,刘雅敏,戴艳旻(2005),网络自主学习与面授辅导相结合教学模式的实践研究,《外语电化教学》第104期:19-22.
孔京京(2004),开展交际策略教学的一项研究,《外语界》第5期:33-39.
李克东,赵建华(2004),混合学习的原理与应用模式,《电化教育研究》第7期:1-6.
李荫华,赵勇等(2004),《新时代交互英语——视听说(网络版)》,北京:清华大学出版社。
刘润清(2003),高校英语教学改革笔谈之二,《外语教学与研究》第3期:221.
吕森林(2004),混合式学习对信息技术与课程整合的启示,《基础教育》第10期:67-69.
全国大学英语四、六级委员会(1999),《大学英语口语考试大纲及样题》,上海:上海外语教育出版社.
束定芳,庄智象(1996),《现代外语教学》,上海:上海外语教育出版社.
宋瑞琴(2006),多媒体辅助下的英语口语教学模式探讨,《天津教育》第4期:49-50.
孙艳,王大伟(2003),输入与输出对口语发展的影响——两种教学效果的对照与研究,《外语界》第3期:31-35.
田世生,傅钢善(2004),Blended Learning初步研究,《电化教育研究》第7期:7-11.
王坦(2002),论合作学习的基本理念,《教育研究》第2期:68-72.
文秋芳(2001),《应用语言学:研究方法与论文写作》,北京:外语教学与研究出版社.
肖乐(2004),焦虑与大学英语教学中口语教学,《零陵学院学报》第1期:132-133.
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,《外语教学与研究》第1期:64-68.
徐为人,周扬(2005),Hybrid综合学习模式研究,《外国教育研究》第7期:37-38.
徐致亚(2006),计算机网络辅助大学英语口语教学试验研究,《教育理论与实践》,第12期:57-58.
杨辉明,李民(2006),采用“混合式”英语学习方法提高大学生的实际应用能力,《桂林航天工业高等专科学校学报》第3期112-113.
姚丹(2001),“伙伴交际法”在英语口语教学中的应用,《国外外语教学》第2期:46-49.
叶朝成,龙曼莉(2007),Blended Learning:更为人性化的英语听力教学模式,《法制与社会》第6期:614-615.
于冰(2006),交际策略与学生口语对话能力的关系研究,《外语与外语教学》第5期:26-30.
张俊英(2006),互动交际活动中主体行为过程的情感归因——非英语专业大学生英语口语能力发展调查研究与分析,《外语与外语教学》第7期:25-29.
张肖莹(2006),基于网络的大学英语“自学+辅导”教学模式探索与实践,《外语电化教学》第6期:69-71.
赵丽娟(2004),从大学英语教学透视Blended Learning,《电化教育研究》第11期:47-49.
郑卉蓉(2004),交际法教学中的小组口语活动,《陕西师范大学学报(哲学社会科学版)》第S2期:388-389.
朱明炬(2000),英语口语教学中输入与输出,《外语电化教学》第3期:10-13.
Bersin, J. (2004). The Blended Learning Book: Best Practices, Proven Methodologies, and Lessons Learned. United States of America: Pfeiffer Publications.
Black, G. (2001). A Comparison of Traditional, Online and Hybrid Methods of Course Delivery. Paper presented at the International Conference on Teaching Online in Higher Education: “Synthesizing Online Teaching Strategies”.
Brooks & Brooks (1993). The Case for Constructivist Classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
Brown, H.D. (2002). Principles of Language Learning and Teaching. Beijing: Foreign Language Teaching and Research Press.
Chapelle, C. (2001). Computer Application in Second Language Acquisition. Britain: Cambridge University Press.
Dornyei, Z. (1998). Motivation in Second and Foreign Language Learning. CILT: CUP
Driscoll, M. (2002). Blended Learning—Let’s get beyond the hype. E-learning, 3(3), 54.
Dziuban, C., Moskal, P., & Hartman, J. (2004) Higher Education, Blended Learning and the Generations: Knowledge is Power-No More. Elements of Quality Online Education, 5(7), 83.
E-learning Center’s Library. (2006). Blended Learning: why everything old is new again-but better. Retrieved January 28, 2008, from Web site: www.e-learningcentre.co.uk/eclipse/Resources/ blended.htm
Eggen, P. & Kauchak, D. (2005). Educational Psychology: Windows on Classrooms. USA: Prentice Hall.
Fosnot, C. (1996). Constructivism: A Psychological Theory of Learning. Constructivism: Theory, Perspectives, and Practice. New York: Teachers College Press.
Garnham, C. & Kaleta, R. (2002). Introduction to Hybrid Course. Teaching with Technology Today. 8(6), 122-134.
Ginns, P. & Ellis, R. (2007). Quality in Blended Learning: Exploring the relationships between online and face-to-face teaching and learning. Internet and Higher Education, 10(1), 53-64.
Graham, C.R. (2005). Blended Learning Systems: Definition, Current Trends, and Future Directions. San Francisco, CA: Pfeiffer Publications.
Harriman, G. (2004). What is Blended Learning? E-Learning Resources. Retrieved September 27,2007, from Web site: www.grayharriman.com/blended_learning.htm
Hugh, C. & Fill, K. (2007). Embedding Blended Learning in a university’s teaching culture: Experiences and reflections. British Journal of Educational Technology, 38(5), 817-828.
Krashen, S.D. (1982). Principles & Practice in Second Language Acquisition. Oxford: Pergamon Press.
Merkelbach, C. &毕先芸. (2003). A Foreign Language Learning Program with Blended Course Design: A Proposed Model and its Evaluation. Retrieved January 20, 2008, from Web site: www.jalt-publications.org/tlt/articles/2003/06/scattergood.
The Node Learning Technologies Network. (2004). Guide to Blended Learning: Skills at Work. Toronto: Alpha Plus Center.
Nunan, D. (1991). Communicative Tasks and the Language Curriculum. TESOL Quarterly, 25(2), 279-295.
O’Donnel, A. M. & King, A. (1999). Cognitive Perspectives on Peer Learning. New Jersey: Lawrence Erlbaum Associates.
Richards, J.C. (2001). Curriculum Development in Language Teaching. Britain: Cambridge University Press.
Richards, J.C. & Smith R. (2002). Language Teaching and Applied Linguistic. Beijing: Foreign Language Teaching and Research Press.
Rochester Institute of Technology. (2004). Blended Learning Pilot Project: Final Report for the Academic Year 2003-2004. Retrieved October 10, 2007, from Web site: www.distancelearning. rit.edu/blended/Files/BlendedPilotReport2003_04.pdf
Rosenberg, M.J. (2001). E-learning: Strategies for Delivering Knowledge in the Digital Age. New York: McGraw Hill Professional.
Rovai, A. & Jordan, H. (2004) Blended Learning and Sense of Community: A Comparative Analysis with Traditionally and Fully Online Graduate Courses. The International Review of Research in Open and Distance Learning, 5(2), 83-95.
Royer Center for Learning and Academic Technologies. (2004). What is Blended Learning? Retrieved November 18, 2007, from Web site: www/royercenter.cwc.psu.edu/Faculty/ blended.aspx
Russel, A., Donahue, C., & McCarron, C. (2002). Hybrid writing: From pilot to program. Retrieved April 28 2007, from Web site: neasc.umf.maine.edu/data/tutorial/Tiane/RusselHybrid6.pdf
Singh, H. (2003). Building Effective Blended Learning Programs. Educational Technology, 43(6), 51-54.
Smith, J. M. (2001). Blended Learning: An Old Friend Gets a New Name. Retrieved October 17,2007, from Web site: www.gwsae.org/Executiveupdate/2001/March/blended.htm
Stockley. D. (2003). Blended Learning or training-definition and explanation. Retrieved February 25, 2008, from Web site: derekstocley.com.au/blended-learning.htm1
Tarone, E. & Yule, G. (1989). Focus on The Language Learner: Approaches to Identifying and Meeting the Needs of Second Language Learners. Oxford: Oxford University Press.
Valiathan, P. (2002). Blended Learning Models. Learning Circuits. Retrieved June 16, 2006 from Web site: www.learningcircuits.org/2002/aug2002/valiathan.html
Welker, J. & Berardino, L. (2006). Blended Learning: Understanding the middle ground between traditional classroom and fully online instruction. Journal of Educational Technology Systems, 34(1), 33-56.
郭鸿雁(2004),非英语专业大学生英语听说能力封闭式培养模式探索,《外语界》第2期:51-55.
何克抗(2004),从Blended Learning看教育技术理论的新发展(上),《电化教育研究》第3期:1-6.
何克抗,李文光(2002),《教育技术学》,北京:北京师范大学出版社.
胡壮麟,姜望琪(2002),《语言学高级教程》,北京:北京大学出版社.
黄明(2006),大学英语口语课实验——降低口语焦虑感提高学生说英语的主动性,《当代教育论坛》第20期:113-115.
黄申红,马刚(2001),媒体技术和CAI,《黑龙江林业》第8期24-25.
教育部高等教育司(2007),《大学英语课程教学要求》,上海:上海外语教育出版社.
金霞,刘雅敏,戴艳旻(2005),网络自主学习与面授辅导相结合教学模式的实践研究,《外语电化教学》第104期:19-22.
孔京京(2004),开展交际策略教学的一项研究,《外语界》第5期:33-39.
李克东,赵建华(2004),混合学习的原理与应用模式,《电化教育研究》第7期:1-6.
李荫华,赵勇等(2004),《新时代交互英语——视听说(网络版)》,北京:清华大学出版社。
刘润清(2003),高校英语教学改革笔谈之二,《外语教学与研究》第3期:221.
吕森林(2004),混合式学习对信息技术与课程整合的启示,《基础教育》第10期:67-69.
全国大学英语四、六级委员会(1999),《大学英语口语考试大纲及样题》,上海:上海外语教育出版社.
束定芳,庄智象(1996),《现代外语教学》,上海:上海外语教育出版社.
宋瑞琴(2006),多媒体辅助下的英语口语教学模式探讨,《天津教育》第4期:49-50.
孙艳,王大伟(2003),输入与输出对口语发展的影响——两种教学效果的对照与研究,《外语界》第3期:31-35.
田世生,傅钢善(2004),Blended Learning初步研究,《电化教育研究》第7期:7-11.
王坦(2002),论合作学习的基本理念,《教育研究》第2期:68-72.
文秋芳(2001),《应用语言学:研究方法与论文写作》,北京:外语教学与研究出版社.
肖乐(2004),焦虑与大学英语教学中口语教学,《零陵学院学报》第1期:132-133.
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