一项针对二语学习者对计算机辅助写作教学认知的个案研究

发布时间：2018-06-14 06:42

本文选题：计算机辅助语言教学 + 写作教学　；参考：《深圳大学》2017年硕士论文

【摘要】：本研究采用个案研究方法,在对深圳六名高二学生实施为期一周的计算机辅助英语写作课程的基础上来探究中国英语学习者对计算机辅助写作教学的感知及其影响因素。该课程是基于过程写作法的计算机辅助写作教学课程。期间,研究者指导学生基于网络信息选择写作主题,通过互联网查找相关资料起草初稿,网上同伴互和修订作品等。该研究通过学习日志和访谈收集数据。为了确保数据真实、准确、可靠,研究者要求研究对象在每个课时结束前写下关于他们从课程中获得的知识、技能和经验,他们对使用新技术的看法和感受等的学习日志。初步分析学习日志后,为了理解复杂、深刻的问题,进一步深化对学习者认知的理解,作为补充,研究者通过微信对相关问题进行访谈。该研究使用了两种访谈形式:(1)后续访谈是为了在初步分析学习日志后对一些疑点进一步探究;(2)焦点访谈是为了在整个课程结束后深入拓展研究。分析这些学习日志和访谈表明,尽管有些局限性,计算机辅助语言教学是一个有用的学习写作的工具。在经历了一个寒假的计算机辅助写作课程后,学生表示基于以下原因更喜欢该课程:1)易于操作和获得;(2)有助于同侪学习气氛;(3)更好的和真实的语言学习环境及(4)过程写作的方法。针对其局限性,学生们还提出了在二语教学中建立更好的计算机辅助教学的建议。此外,通过扎根理论分析和亲和图法,本研究还探究了可能影响学生认知的因素。结果表明,这些因素包括技术,学习者,教师,课程设计和社会文化背景五个维度。
[Abstract]:Based on a one-week computer-assisted English writing course for six senior middle school students in Shenzhen, this study explores the perception of Chinese EFL learners to computer-assisted writing teaching and its influencing factors. This course is a computer-aided writing teaching course based on process writing method. During this period, the researcher instructs students to choose writing topics based on online information, to find relevant materials through the Internet, to draft drafts, and to revise their works through online peer interaction. The study collected data through learning logs and interviews. To ensure that the data are true, accurate, and reliable, the researchers asked the subjects to write down a log of their knowledge, skills and experience gained from the course, their views and feelings about the use of the new technology, before the end of each class. After preliminary analysis of the learning log, in order to understand the complex and profound problems and further deepen the understanding of the learners' cognition, the researcher conducted interviews with the related questions through WeChat. The purpose of this study is to explore some doubtful points further after the preliminary analysis of the learning log.) the focus interview is to further expand the research after the end of the whole course. An analysis of these learning logs and interviews shows that, despite some limitations, computer-assisted language teaching is a useful tool for learning and writing. After going through a computer-assisted writing course during winter vacation, For the following reasons, students expressed a preference for the course: 1) ease of operation and access to 2) methods that contribute to a better and truer language learning environment and to a better and more realistic language learning environment and / or 4) process writing. In view of its limitation, the students also put forward some suggestions on how to establish better computer aided instruction in second language teaching. In addition, through grounded theoretical analysis and affinity mapping, this study also explores the factors that may affect students' cognition. The results show that these factors include five dimensions: technology, learners, teachers, curriculum design and sociocultural background.
【学位授予单位】：深圳大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41;G434

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