数码与网络环境下的外语教学

数码与网络环境下的外语教学

图书基本信息
出版时间:2009-4
出版社:外语教学与研究出版社
作者:王薇,刘相东 编
页数:406
书名:数码与网络环境下的外语教学
封面图片
数码与网络环境下的外语教学

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.
内容概要
本书为2006年6月2日-4日在北京召开的“2006年计算机辅助外语教学国际研讨会”的优秀论文选集,共收录论文20篇。本书详细探讨了数码与网络时代外语教学所面临的机遇与挑战,对如何利用计算机等最新科技促进外语教学进行了有益的探讨。本书同时深入地分析了新形势下外语教师发展、语言习惯、教学方法、语科库的应用等问题,并提出了许多建设性意见。
书籍目录
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

章节摘录
  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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  •     此书对于有志于研究中国的计算机辅助教学的老师,特别是技术融入教学的教师们来讲,有极大的指导意义!