多媒体教学在中学英语口语教学中的应用.docx

多媒体教学在中学英语口语教学中的应用.docx

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多媒体教学在中学英语口语教学中的应用

多媒体教学在中学英语口语教学中的应用

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2010-6-21      点击：

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多媒体教学在中学英语口语教学中的应用  

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[1]

ApplicationofCALLtoSpokenEnglishTeachinginMiddleSchool

I.Introduction

WiththerapiddevelopmentsindifferentfieldsinChina,especiallyitsfurtheropeninguptotheoutsideworld,Englishlanguageteachingandlearninghasaccordinglywitnessedafastdevelopmentinrecentyears.Amongthefourmacroskills（listening,speaking,reading,writing）speakingisregardedasthemostessentialonetocommunicate.ButforalongperiodmoststudentsofmiddleschoolscannotcommunicateeffectivelyinEnglish.ManystudentsknowEnglishisveryimportantforthembuttheyaremotinterestedinit.TheythinkEnglishclassestooboring.

InthepasttenyearslotsofChinesestudentscouldonlygethighscoresinreadingandwriting,butlowabilityinspeakingandlistening.Asthedevelopmentoftheworld,internationalcommunicationhasbecomeincreasinglyfrequent.AllEnglishteacherswanttofindabetterwaytoimprovetheirstudents’oralEnglish.

Inordinarymiddleschools,thereareusuallymorethan30studentsinoneclass.SooralEnglishteachersmeetmanyobstaclesinimplementingcertainmethodsimprovedoralEnglish.

AlloftheabovefactorschallengethepresentoralEnglishteaching.CALLbringsaneffectivewaytoaccomplishEnglishoralteachers’heavytask.ButstudiesonCALLhavebeenimplementedincollegesanduniversitiescommonly;littlehasbeendoneinmiddleschools.Theyhavebeenalotofresearchinreading,writing,orlistening,butlittleinoralresearch.

 Presentstudyintendstoinvestigatethechangeofstudents’attitudetowardsoralEnglishclassaftertheteacher’sapplicationofmultimediatooralEnglishclassesinmiddleschools.ThebigproblemisthatwhethertheapplicationofCALLcanarousestudents’interestinoralEnglishornot.Thewriteralsoaimstofindoutwhetherthestudents’oralEnglishcanbeimprovedornotwiththeapplicationofCALL.

AndintheprocessofemployingmultimediainoralEnglishclassesteacherscanmastermoderncomputertechnologyandgetmoreteachingresourcesmaketheiroralEnglishclassesefficient.Meanwhile,employingCALLinspokenEnglishclassescanfosterstudents’positiveattitudestowardsinformationtechnology.TheycanlearnhowtosearchusefulinformationandmanageinformationnotonlyincomputerclassesbutalsoinEnglishclass.

II.BriefIntroductiontoCALLinSpokenEnglish 

Inrecentyears,CALLhadbeenappliedinEnglishteachingatmostschoolsinChina,especiallyinEnglishlistening,butfewinorallearning.Inthispart,theauthorwillbrieflyintroduceCALLappliedtospokenEnglishlearningfromtwoaspects:

thedefinitionofCALLanditsprospectofitinspokenEnglishteaching.

2.1TheDefinitionofCALL

CALL（Computer-AssistedLanguageLearning）maybedefinedastheresearchforandstudyofapplicationsofthecomputerinlanguageteachingandlearning.（LevyMichael,1997）Thenameisafairlyrecentone:

theexistenceofCALLintheacademicliteraturehasbeenrecognizableforaboutthirtyyears.Thesubjectisinterdisciplinaryinnature,andithasevolvedoutofearlyeffortstofindwaysofusingthecomputerforteachingorforinstructionalpurposesacrossawidevarietyofsubjectareas,withtheweightofknowledgeandbreadthofapplicationinlanguagelearningultimatelyresultinginamorespecializedfieldofstudy.Giventhebreadthofwhatmaygoincomputer-assistedlanguagelearning（CALL）,adefinitionofCALLthataccommodatesitschangingnatureisanyprocessinwhichalearnerusesacomputerand,asaresult,improveshisorherlanguage.（Ken,Beatty.2005）.CAI（Computer-AssistedInstruction）referstolearningatthecomputer,butnotnecessarilywithalanguagefocus.Althoughitmaynotbetheintentionofallthosewhousetheacronym,theterminstructionsuggestsateacher-canteredapproach.CAL（Computer-AssistedLearning）similarlytoCAI,CALmayrefertotheLearningofanysubject（includinglanguagelearning）usingacomputer.ButincontrasttoCAI,CALemphasizesthelearner.ThereisnoobviousdividinglinebetweentraditionalCALLandmultimediateaching.Infact,whenwesayaboutCALL,weshouldchoosesuitablemediumforteaching.Somultimedia-assistedlanguageteachingreferstoCALLunderthecurrentconditions.So,andwheniscomestoCALL,wemustthinkofmultimedia.ThestudyofCALLinChinabeganinlater1970s.Itisusedinforeignlanguageteachingin1990s.Ithasdevelopedgraduallyoverthelast30years;MarkMarschauer（2000）divideditintothreestages:

behavioristCALL,communicativeCALLandintegrativeCALL.Eachstagecorrespondstoacertainleveloftechnologyaswellasacertainpedagogicalapproach.InthispapertheauthormainlyintroducesthecommunicativeCALL.BecauseofemergenceofcommunicativelinguisticanddevelopingandpopularizingofcomputerscommunicativeCALLappearedintheearly1990s.ItholdsthattraininganddrillingsentencesneglectrealcommunicationvalueoflanguageinbehavioristCALLstage.Therefore,exercisesofCALLinthisstagepaymuchattentiontoinputtinglanguagematerialsthatthelearnerscanunderstand,andencouragethelearnersnotonlytouselanguageactivelyandcreativelybutalsosummarizetheinnerregulationsoflanguagebymeansofproblemsolving,examiningandhypothesizing.Learningprocessisnotamechanicalprocessofstimuli-responsebutatargetlanguagereconstructionprocessforlearnersusingtheircognitiveinthisstage.Italsoaimsatreflectingakindofteachingidea“students-centered”andtrainingstudents’cognitiveabilities.Computersprovidesituationsandpracticebasedontheknowledgethatstudentshavelearned.Butstudentsthemselvescontroltheachievingandreviewingactivity.However,itsshortageisthathumanbeingisstillcontrolledbycomputerandthereonlyexistslimitedinteractionbetweenthem.Furthermore,itneglectstheinteractionbetweenstudentsandteachersandtheguidingfunctionofteachers.

2.2TheProspectofCALLinSpokenEnglishTeaching

Traditionallyformanyyears,manyMiddleEnglishteachershavereliedontalkandchalk.Englishlearnersalwayscarryouttheiroralstudybypracticingormemorizingthe“controlledandstandardizeddialogues”（Wilkins1987）inthetextbooks,whichactuallydon’tgocloselywiththeauthenticsituationsinreallifeandthesettingsareoftenstereotypedandusuallyverycarefullycontrolled.Therefore,thetraineesundersuchasystemareratheractorsonthestage”than“freeconversationmakersinreallife”（LongQianhong2001）.Wilkinspointsoutthat“withoutaccesstohearthelanguagespokeninanaturalway,itwouldbedifficultforlearnerstocomprehendthelanguagespokeninanaturalway”（Wilkins1987:

50）.

Traditionaltextbookshaveusuallyreliedontheprintedwordstoteachthelanguage.Asaresult,foreignlanguageteachersinChinaaresometimesfacedwiththedilemmathatsomestudentscanperformwellinclass,butonceplacedinreal-lifecommunications,theyfindthemselvesquiteatalossastowhattosayandsometimesevenfindithardtocomprehendwhattheyhear（LongQianhong2001）.Theremaybeseveralreasonsforthis.First,itmaybecausedbypsychologicalproblems.Lackofopportunitiestomeetnativespeakersinandoutsideclassmakesthemnervousincommunicatingwithothers,especiallynativespeakers.Secondly,thespeechheardinreallifeismuchmorecomplicatedthaninclass.Itistheirspeedofspeakingandthespeechheardinlifesoundsmore“blurred”becauseofphenomenainspeechflowsuchasweakforms,elisionandellipsis.Andthesefactorscontributetothefailuresinlisteningcomprehension.Thirdly,itmaybeduetothegapbetween“thecontrolledandstandardizeddialogues”（Wilkins1987）andtherealdaily-lifeconversations.

Therefore,theproblemsappearedinChinesestudents’languagelearningmustbesolvedbycreatingacompetitionbetweenwhatstudentslearninclassandwhattheyuseinreallife.AndMultimediamaterialspresentedinthelanguagetheyarelearningofferopportunitiestomakeupthecompetition.Meanwhile,theintroductionofcomputersinlanguageclassroomshasopenedanewdoortobothteachersandlearners.Computers,accompanyingsoftwarepackagesandnetworkscanbeusedinanumberofwaystoassistlanguagelearning.Thecomputerenvironmentishighlymotivatingandlessthreateningpsychologically.Theemergenceofthewebbroadensinteractiontoagreatextentandenableslearnerstobeexposedtoarealaudience.However,comparedwithhowcomputersareusedtoenhancethelearners’writingskills,readingskillsandlisteningskills,theapplicationassociatedwiththeimprovementofthelearners’speakingskillsisratherweak.Nevertheless,thepotentialofthecomputermediumforthespokenlanguagecurriculumhasbeenrealized.Computer-AssistedLanguageLearning（CALL）,definedas‘thesearchforandstudyofapplicationsofthecomputerinlanguageteachingandlearning’（Levy1997:

1）,hasbeenusedinpronunciationtraining,speechrecognitionandanalysis,“voiced”dictionary,andasastimulustoprovideaspeakingenvironment.AndtheactualapplicationofCALLsofar,drawinglanguageteachers’attentiontotheapplicationofCALLinteachingspeakingskillsandprovideusefulinformationbasedonexistingliterature.

Foreducationalpurposes,computersplayacrucialrolewheretheyfunctionas'anaddedtoolorresource,asamodelorareal-worldphenomenonorsystem,andasatrainingenvironmenttoprepareusersforreal-worldtasksandexperiences'（Pennington1995:

11）.Withrespecttosecond/foreignlanguag