數(shù)碼與網(wǎng)絡(luò)環(huán)境下的外語教學(xué)

前言

　　This book is a collection of selected papers from the 2006 InternationalSymposium of Computer Assisted Language Learning （CALL） （June 2-4，Beijing）. The symposium was initiated and coordinated by Gary Motteram of theIATEFL Learning Technologies SIG committee， Wang Wei of the NationalResearch Centre for Foreign Language Education of Beijing Foreign StudiesUniversity （BFSU）， and Liu Xiangdong of Foreign Language Teaching andResearch Press （FLTRP） and China English Language Education Association（CELEA）. The four above organizations they represented were the co-hosts andorganizers of the symposium. The symposium features five keynote speeches andaccommodates 69 presentations， selected out of 177 abstracts initially submittedto the symposium. A total of 160 participants from eight countries and regionsattended the symposium. About 80％ of them came from universities in China.The theme of the event was revisited， reflected upon and discussed at a paneldiscussion attended by the keynote speakers， the presenters and other non-presenting participants on the afternoon of June 4th. The symposiums officialwebsite http：//call2006， fltrp， corn/ plays a very important role in providingcrucial information to the participants before the symposium and in giving theman opportunity to discuss and share their experiences after the symposium.　　Wen Qiufang of National Research Centre for Foreign Language Education ofBFSU talked about corpus-based learner language research in her keynote speechwhile Gu Yueguo of the Institute of Beiwai Online Education of BFSU discussedissues arising out of his five-year hands-on work on EFL online education inChina. Among the three invited keynote speakers from abroad， Phil Hubbard ofStanford University （US） lectured on CALL teacher education， Gary Motteramof Manchester University （UK） introduced social computing， and Mike Levy ofGriffith University （Australia） reviewed CALL research in detail.

內(nèi)容概要

本書為2006年6月2日-4日在北京召開的“2006年計算機輔助外語教學(xué)國際研討會”的優(yōu)秀論文選集，共收錄論文20篇。本書詳細探討了數(shù)碼與網(wǎng)絡(luò)時代外語教學(xué)所面臨的機遇與挑戰(zhàn)，對如何利用計算機等最新科技促進外語教學(xué)進行了有益的探討。本書同時深入地分析了新形勢下外語教師發(fā)展、語言習(xí)慣、教學(xué)方法、語科庫的應(yīng)用等問題，并提出了許多建設(shè)性意見。

書籍目錄

Keynote Speeches  Teacher Education in CALL: The Seven Central Questions  Making CALL Research Count: Criteria for Identifying Productive ResearchAgendas    An Ecological Model of E-learning in a Chinese Context: Critical Reflections ofFive Years' Practice of E-learning Management in the BIOE  Chinese Learner Corpora and Second Language Research                                                                           Social Computing and CALL Teachers in CALL  Tutor Feedback in Online English Language Learning: Tutor Perceptions  Autonomous Learning and Face-to-face Tutoring in Computer-assisted College English in China--An Explorative Study in Beijing University of ClothingTechnology    An Investigation into a Chinese College TESOL Context  Action Research, a Methodological Approach to the Study of CALL  A Case Report of Web-enhanced Language Learning (WELL) for EFL TeachersLearners in CALL  A Comparison of the Usage of English TenSes by Undergraduate Students of   Different Levels of Ability Receiving Different Types of Error Treatmen Through the Use of Computer-assisted Language Learning  Attitude and Behavior study in Web-based Language Learning  Students' Perceptions of the Effect of Interaction in Web-based Courses onStudent Outcomes   Hypermedia Annotation Preferences and Their Effects on Reading Comprehensionby English-major Students  Instructional Design and Material Evaluation  Designing Foreign Language Instruction Delivered at a Distance:  Learner Considerations  The Design of EFL Multi-media Materials in Assisting Listening ComprehensionTechnologies in CALL  Blogging: Voices Need an Audience  Concordancers and Synonym Learning: A Between-group Research  The 90 Percent Solution: The Case for English Language Learning with Mobile Phones    Supporting Student Learning on an International CampusTesting and Assessment in CALL  Formative Assessment Notions in Email-based Language Learning: A Case Analysis Corpus-based Studies  A Corpus-based Study of Connectors: Research from the CAS Learner Corpus of English Essays    Amplifier Collocations in the Chinese Learner English Corpus  Spoken Language Learned from Textbooks and Evidenced in CANCODE  Rhetoric Structure of the Coalesced Results and Discussion Section: A Corpus-based Comparative Study via NVivo 2.0

章節(jié)摘錄

　　The participant of AR， according to previous study， varies from differentoccupations in the society， such as nurse， business people. However， in the areaof educational research， AR has changed the teacher s role from "a consumer ofsomeones research results" to "teacher as researcher" （Johnson & Button，2000; Stenhouse， 1975）， which has turned out to be a revolutionary slogan inthe history of AR. This paper argues that we should involve both teacher andstudents into the study of AR participants. In addition to the idea of "teacher asresearcher"， "student as researcher" could be conceptualized in the discussions ofAR-related issues.　 Shneiderman （1997） said "we must do more than teach students to surf thenet; we must also teach them how to make waves". We know "making waves"should be designed in a variety of activities. So， the involvement of studentsparticipation in CALL activities should correspond to the notion of "student asresearcher". On the side of the students， there are three main interpretationsassociated with their learning in China： autonomous learning， research-orientedlearning and collaborative learning， which also represent the mainstream of studyon learners （Pang， 2003）. Moreover， a large number of terms —— problem-basedlearning， project-based learning， action learning， inquiry learning， research-oriented learning， self-regulated learning， active-learning， self-planned learning，and autonomous learning and so on （Pang， 2003） are coined to describe theirlearning though they resemble each other quite a lot， which results in the fact thatmost readers feel puzzled about distinguishing one from another. Is it possible tounify all terms with one concept？ Consequently， the introduction of AR seems necessary and significant. InCALL activities， AR can be interpreted in a broad and a narrow sense. In anarrow sense， AR is teachers （sometimes other practitioners， or even advancedresearchers） attempt at trying out ideas in practice as a means of improvementand as a means of enriching understanding about the curriculum， teaching， andlearning in search for the applications of computer. Broadly speaking， CALLactivity includes the actions of both CALL-practitioners and CALL-learners. ForCALL-learners， AR can be an umbrellas term identifying a project-oriented，task-based or inquiry-based learning activities in the technology-enhancedlanguage course and programs.

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