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关于中国高等英语教育中以科技为基础的教学项目构想
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Abstract:
在过去的20年里IT技术得到了空前的发展，这使得CALL即计算机辅助语言学习应运而生。而近年来智能便携设备和程序的普及更是改变了课堂内外获取材料和交流的方式。在中国大陆地区，大学生的英语词汇表现仍处于较低水平，这一点在输出型技能方面尤为突出。与此同时，大学英语课堂规模大、设备简陋等问题也制约了CALL的应用。本文假定具有80名大二学生的中国大学课堂并采用心理语言学方法的多媒体学习和语言测试中的作品集概念进行项目设计。项目采用谷歌引擎来选定图片来让学生学习新词汇时先接触概念而非定义。另外项目也启动云盘服务来让学生建立作品集并能够与教师在云端共享。总体而言，本项目在科技和语义化理论的结合上具有突出优势，但是无法照顾到学习者差异却是一个比较明显的弱点。
The past 20 years saw the unprecedented development of IT technology as well as computer networks. One of the most compelling fields that experienced dramatic development in this trend is computer-assisted language learning (CALL). As various portable devices and applications are becoming popular and useful in recent years, the landscape by new ways of accessing materials and communicating with each other within/beyond the classroom has been largely changed. In mainland China, the ability of University students in using English vocabulary, especially in terms of productive skills, is rather weak at current stage. At the same time, the classroom of too many students and simple devices limit the utilization of CALL. This proposal presumes a classroom of 80 Year 2 university students in mainland China. The proposal is designed based on the multimedia learning in psycholinguistic approach and the concept of portfolio in language assessment. Firstly, Google image search engine is employed to provide students with visual resources for new words, which can help them learn these words through concept rather than definition. This goal is finished by quiz and discussion. Youdao dictionary is also used to serve as an assistant who allows students to review what they learn regularly. Afterwards, a cloud storage application is used by students to submit their homework. This approach can make the interaction among students and teachers more effective and hereby facilitate the assessment. In all, the most conspicuous strength of this project might be the combination of technology and semantization theories. The use of interlingual and extralingual strategies will be effective in helping them enhance the link between L2 words and concepts in their mind and thereby minimize the impact of negative lexical transfer. However, the ignorance of learner differences and possible inaccessibility of Google service and other applications are the main weaknesses of this proposal.
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