论文标题:机辅语言教学环境中高中生英语学习策略研究
A STUDY OF HIGH SCHOOL STUDENTS" LEARNING STRATEGIES IN CALL ENVIRONMENT
论文作者 黄昌朝
论文导师 顾佩娅,论文学位 硕士,论文专业 英语语言文学
论文单位 苏州大学,点击次数 150,论文页数 67页File Size2326k
2001-04-01论文网 http://www.lw23.com/lunwen_22506982/ 学习策略;CALL环境;传统学习环境
learning strategies,CALL environment,traditional classroom.
中国经济的迅速发展需要越来越多能流利地使用英语交流的人才。然而在现行的教育方式和方法指导下，大部分中学生在学了六年英语后仍无法达到进行一般交流的水平。究其原因有两个：一是目前仍流行的语法--翻译教学法，二是升学考试。在这二者的影响下，大多数中学生认为英语只是一门必修课，而学习英语的就是为了通过各种考试。他们很少主动采取有效策略控制自己的情感和认知活动，而是注重沿用传统的学习策略。例如，重复练习，死记硬背，强调句子结构和语法。在提高交际能力方面，中学生则很少使用诸如泛读，泛听，大量练习交际性写作，强调流利性，注重表达意义等非传统策略。 近几年来，由于交际法教学的引进，教师们积极参与英语教学的改革。同时，中学英语教学也采用注重培养学生听说能力的教材。由于计算机的普及，许多教师甚至开始尝试将计算机应用于英语教学，其中也包括了对机辅语言教学环境下使用学习策略的研究。然而由于中国的CALL研究仍处于初级阶段，加强这方面基础理论的学习和探索性实践就显得尤为重要。本文作者参考了大量国内外相关的研究结果和文献资料（如Collombet-Sankey，1999；Gu ＆ Xu，1999；Jamieson ＆ Chapelle，1987；Robinson，1989，1990；Warschauer，1996a等）发现对学习策略的研究主要集中在学习观念，管理策略以及学习方法三个方面（见 MachIntyre ＆ Gardner，1991；Wen，1993，1995）。 基于文秋芳教授提出的学习策略三个方面的理论框架，本文作者从1999年10月到2000年7月期间对苏州十中高中一年级的70位学生在CALL环境中的学习策略应用情况进行了调查研究，并得出以下结论：在机辅语言教学环境中的中学生 ●对CALL持有积极的态度； ●更多地采用非传统策略； ●保持适当的焦虑感； ●互相帮助，并获得多种学习反馈； ●为学习项目认真计划，并时常作出自我评估； ●提高泛读和信息处理的技巧； ●热衷于真实写作和网上发表活动； ●喜欢互动和合作的学习活动。 本文还基于中国英语教学的实际情况，对进行同类CALL研究和实践提出了一些看法和建议。
The recent economic development in China has brought forth an increasing demand for talents who can use English for some real communication. However, after six years" study, most of high school students under the current training system do not have the required English competence. The unsatisfactory learning outcomes seem to result from two reasons. One is the still prevalent grammar-translation teaching methodology and the other is the discouraging evaluation system-English Matriculation Test. These two practices lead students to believing that English is only a compulsory course and the major purpose of the learning is to pass the various kinds of tests. They seldom take the initiative to learn to manage their own cognitive and affective strategies. Instead, they use many traditional strategies, such as repetition and memorization, with emphasis on accuracy of structure and grammar. They rarely try those strategies that help improve their communicative competence, such as extensive reading and meaning negotiation, with emphasis on fluency.Recent years have seen great enthusiasm in teachers to carry out ELT reforms in the light of a communicative approach. For example, new sets of textbooks have been adopted and more meaningful leaning tasks have been carried out in the language classrooms. Furthermore, modem technologies have been introduced into the classroom, such as slideshow, video for the purpose of enhancing the learning motivation and outcomes. With the widespread of the use of computers in all walks of life, many teachers even started to apply computers to their English language teaching. The results of such initial experiments have brought about much interest in studying the effects of computer-assisted language learning (CALL) on students" language development, including their learning strategy development. Researches have been done on learning strategies in learning beliefs, management strategies and language learning strategies in a CALL environment (Collombet-Sankey, 1999; Jamieson & Chapelle, 1987: Robinson. 1989. 1990: Warschauer, 1996a). Although, in China, CALL research is still in an embryonic stage, some teachers have already made some attempts in this field (韩晶, 1997;刘海平, 1998; Gu & Xu, 1999).Based on the theoretical framework of three components of learning strategies proposed by Wen (1993), a preliminary study was conducted from the October 1999 to July 2000 at Suzhou No. 10 middle school, which involved 70 Senior-One students. It aims to explore the possible effects of the CALL environment on the development of students" learning strategies. Through a series of analysis and comparison, the writer found that the students in the CALL environment? held positive attitudes toward CALL? developed beliefs in non-traditional language learning strategies? maintained an optimal level of anxiety? helped each other and got various feedback? planned carefully for their project and made frequent self-evaluations? developed extensive reading and information processing skills? were motivated by situated writing and online publishing activities? enjoyed interaction and collaboration.Based on the above findings, the thesis takes into consideration the present ELT situation in Chinese high schools and offers some teaching implications for CALL practiceand research in China. In the conclusion part, some issues are put forward for related futureresearch.
|
