On How to Enhance Chinese College English Teaching Outcomes with Internet.doc
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1、On How to Enhance Chinese College English Teaching Outcomes with InternetAcknowledgementsI would like to express my heartfelt gratitude to my supervisor Professor Luo Guoliang for the continuous inspiration, scholarly advice and inculcatory guidance he gave me in the course of writing this thesis. I
2、 am also indebted to my other teachers who have instructed me during the past two and a half years study at Shanghai Institute of Foreign Trade, and to my classmates for their constant encouragement to me in my career as a student here.My debt of gratitude also goes to the authors of the academic bo
3、oks and articles listed in the bibliography. I benefited a great deal from my study of these materials.Finally, I would like to thank my parents and my wife for their support and encouragement during the long process of the thesis writing. AbstractComputer Networks and the Internet have been growing
4、 rapidly in China. And they are bound to play a dominant role in all aspects of modern society including, of course, language education. This thesis is intended to elaborate on what is possible in English teaching when cyberspace has become a reality, compelling us to ponder on how it will change th
5、e way we teach and learn English, especially in traditional universities.The thesis begins with an introductory chapter explaining the nature of the English language teaching (ELT) in China, the need and the significance of the study.Chapter Two provides a brief historical review of technology and c
6、omputer application in English teaching, explains what WBET is, briefly reviews the constructive theory which is the theoretical principle of WBET and goes on to discuss the different models which can be used in traditional universities. Compared with traditional classroom English teaching, WBET has
7、 its unique advantages. Chapter Three serves as an introduction to Web-based aids by which the Web can be applied to English teaching and learning, giving many examples to illustrate currently available practical ideas as well as WBETs rich potential in the immediate future.Chapter Four, from anothe
8、r perspective, identifies ways in which Web-based technologies can contribute to the acquisition of the four basic language skills, e.g. listening, speaking, reading and writing.Chapter Five discusses the challenges college teachers of English are confronted with, including funding, strong technical
9、 supporting and conditions required for the successful implementation of WBET.Last but not least, Chapter Six summarizes the theme of the thesis and gives a clear-cut indication of the fact that WBET has a positive impact on English teaching and learning and that any institution of higher learning,
10、be it college or university, will be playing a losing game if it neglects the application of the Internet to its educational programs. The writer also suggests in this chapter what future research is needed in this area.内容提要二十一世纪是网络世纪,飞速发展的因特网在政治、经济、文化、教育等方面发挥着重要作用,外语教学也不例外。结合作者的教学实践,本文阐析了在这一背景下如何将因
11、特网和中国的大学外语教学相结合已到提高外语教学效果。 第一章首先简要阐述了英语教学在中国的性质以及本文研究的必要性和意义。第二章回顾了科技,尤其是计算机在外语教学中的历史和发挥的重要作用。论述了网络英语教学的概念以及它在大学英语教学中的理论基础, 主要应用模式和独特优势。第三章从因特网技术的角度出发, 分析了各种可以用于英语教学的网络工具的特点和使用方法。第四章分析了如何利用网络帮助学生快速有效的掌握语言知识和听、说、读、写四种基本语言技能。第五章分析了网络用于外语教学过程中可能会遇到的各种挑战,网络英语教学的局限性以及应对措施。最后, 作为全文的总结,作者提出了在本领域有待继续研究的几个问题
12、。同时指出,尽管网络用于外语教学有种种不足,不可能完全取代传统的课堂外语教学,但它外语教学有着积极的意义,是一种发展趋势。Table of ContentsAcknowledgements.iAbstract.ii内容摘要. ivI. Introduction.11.1The Nature of ELT in China.11.2Need for the Study.41.3 Significance of the Study.6II. Web-based English Teaching.92.1 Technology and Foreign Language Education,.92.2
13、 History of Computer in English Teaching.112.3 Constructivist Learning Theories.122.4 Models of WBET.152.4.1Web Support for Information Storage, Dissemination and Retrieval.152.4.2 Web Support for Two-Way Interaction.172.4.3 Full WBET.172.5 Reasons for Using the Internet in English Classes.18 2.5.1L
14、earnig to Use Computers Provides a Strong Intrinsic Motivation for Learning English.192.5.2 Internet Places English in an International Context. .192.5.3 Internet Projects are Interactive. .202.5.4Facilities for Using the Internet are Often Readily Available.202.5.5 Networked Computing Enables New K
15、inds of Learning.21III. Applying the Web Aids for English Teaching.233.1 Electronic Communication.233.1.1 Asynchronous Communication Tools.243.1.2 Synchronous Communication Tools.293.1.3 Virtual Communities.303.2 Electronic Posting.31 3.2.1 Curriculum Course Documents Management31 3.2.2 Using Resour
16、ces of Others.333.3 Databases.343.4 Automated Test.35IV. Language Acquisition With the Aid of the Internet.374.1 Teaching the Language System.374.2 Acquiring the Language Skills.38 4.2.1 Listening.39 4.2.2 Speaking.40 4.2.3 Reading.40 4.2.4 Writing.42V. Challenges and Weaknesses in WBET.445.1 Overwh
17、elming Amount of Information.445.2 Insufficient Funding.455.3 Security Issues.455.4 Copyright and Plagiarism.47VI. Suggestions for Future Research and Conclusions.49Definition of Terms.51Endnotes.53Bibliography.55 I. IntroductionIn the past few decades, especially in the last twenty years of reform
18、and opening to the outside world, China has made great achievements in the development of its national economy. China strong desire to communicate with the rest of the world and integrate its economy into the world economy has created an enormous need for personnel with English proficiency. China ma
19、y rank first in the world in terms of population of English language learners. “According to the 1997 statistics published by the Chinese Ministry of Education (MOE), in 1996 there were over 1000 universities and colleges offering foreign language courses to about 3,000,000 non-English major student
20、s and over 1000 adult education schools offering foreign language courses to over 2,600,000 students”1 1.1 The Nature of ELT in ChinaIn China, research in English Language Teaching (ELT) started as late as the 1980s. Even now, when discussing issues of ELT, Chinese language researchers tend to inter
21、change Teaching English as a Foreign Language (TEFL) and Teaching English as a Second Language (TESL) and borrow language-learning theories from studies of Second Language Acquisition (SLA), which are mostly conducted on English culture. Such ambiguity indicates that there may be confusion among res
22、earchers in understanding the nature of ELT in China, which may mislead the practitioners in applying suitable learning theories to second language development. It is, therefore, vital to clarify the difference between English as a Foreign Language (EFL) and English as a Second Language (ESL). Langu
23、age researchers who are aware of the distinction indicate that differences do exist between EFL and ESL. The most obvious difference lies in the setting in which Language teaching and learning occurs, with the former taking place in a non-English home culture and the latter in the target culture. Te
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