FL/L2 Teachers’ Role in CALL
发布时间：2021-07-04 20:33
教师角色问题长期以来在教育界始终存在着极大争议，相关论述和著作成果颇丰。由于计算机辅助教学的引入和不断普及，教师角色问题又有了新的发展。仅就外语教学而言，外语教师在CALL（计算机辅助语言学习）中的角色问题极为引人关注，且有关研究和论述寥寥。随着计算机辅助语言学习（教学）实践的逐步深入，外语教师深刻了解自己在新的技术背景下的地位和作用显得十分必要。此外，教师们尤其应该懂得新旧两种角色间的区别和联系。本篇论文首先从泰勒（1980）的“三T”理论框架角度出发，分析了计算机在外语和第二语言教学中所扮演的角色，进而对计算机辅助语言学习中教师和计算机的相互关系（人机关系）作了详尽的讨论。作为全文的重点，文章在“教师角色”这一核心问题上进行了详细和深入的论述。作者主要以构建主义为理论基础，分析探讨了在技术环境下什么是教师的角色。鉴于写作本文的主要目的是对外语教学活动提供参考和指导，作者进一步把教师角色描述为：语料提供者，组织者，控制者，评估者，协助者等（以上有些原有的概念已被赋予了新的涵义）（教师角色部分理论可参见Widdowson（1990）；Harmer（1983）以及Palmberg（200...
【文章来源】：电子科技大学四川省 211工程院校 985工程院校 教育部直属院校
【文章页数】：91 页
【学位级别】：硕士
【文章目录】：
Table of Contents
Chapter One: Introduction
1.1 CONTEXT OF RESEARCH
1.2 THESIS OBJECTIVE
1.3 OUTLINE
Chapter Two: Computer and Language Teaching
2.1 CLARIFICATION OF SOME TERMINOLOGIES
2.2 HISTORY AND DEVELOPMENT OF CALL
2.3 COMPUTER'S ROLE IN LANGUAGE TEACHING
2.3.1 Computer as tutor
2.3.2 Computer as tool
2.4 AN OVERVIEW OF CURRENT RESEARCH AND PRACTICE
Chapter Three: CALL and Language Teacher
3.1 INTER-RELATIONSHIP BETWEEN COMPUTER AND TEACHERS
3.1.1 Introduction
3.1.2 Possible technological methods used by language teachers
3.1.3 Positive and negative aspects of using computer
3.2 OTHER PEDAGOGICAL CONSIDERATIONS
3.2.1 Student-centred classroom
3.2.2 Changing role of teacher
Chapter Four: Roles Teachers Play in Traditional Method
4.1 THE ROLES OF TEACHER BY H． G． WIDDOWSON
4.1.1 Types of role
4.1.2 Two kinds of classroom engagement
4.1.3 Teacher authority and learner autonomy
4.2 TEACHERS' ROLE IN COMMUNICATIVE LANGUAGE TEACHING BY JEREMY HARMER
4.2.1 The teacher as a resource
4.2.2 The teacher as controller
4.2.3 The teacher as organizer
4.2.4 The teacher as prompter
4.2.5 The teacher as assessor
4.3 IMPLICATION AND DISCUSSION
Chapter Five: Constructivism and Teachers' Role
5.1 THEORETIC FRAMEWORK OF CONSTRUCTIVISM
5.1.1 Piaget
5.1.2 Vygotsky
5.2 CONSTRUCTIVIST LEARNING THEORY
5.3 TEACHERS' ROLE IN CONSTRUCTIVIST VIEW
5.3.1 Teachers' role as support
5.3.2 Teacher's role as help & guide
Chapter Six: FL/L2 Teachers' Role（s） in CALL
6.1 TEACHERS' ROLE IN CALL
6.1.1 Teaching unit trilogy by Palmberg
6.1.2 Constructivist-like definition by Yasilandis et al
6.2 SUMMMARY
Chapter Seven: Teacher as Informant
7.1 DEVELOPMENT OF MULTIMEDIA CALL
7.1.1 Interactionist SLA & a useful model
7.1.2 Seven hypotheses relevant for developing multimedia CALL
7.1.3 Specifics classification of FL multimedia software
7.1.4 Examples of multimedia CALL
7.1.5 Suggested criteria for development of multimedia CALL
7.2 EVALUATION OF CALL ACTIVITY
7.2.1 Evaluation as a critical part of design
7.2.2 Research methods for evaluation
7.2.3 Questions for empirical evaluation of multimedia CALL
Chapter Eight: Teacher as Organizor
8.1 WEB-BASED GUIDELINES BY OSUNA ET AL
8.2 CALL ACTIVITIES BASED ON E-MAIL: AN EXAMPLE
8.3 INTEGRATION OF CULTURE AND LANGUAGE
8.3.1 Introduction
8.3.2 An example of CALL activity integrating culture and language
8.3.3 Summary
8.4 BUILDING OF ELECTRONIC LEARNING NETWORKS EMPHASIZED ON TASKS
8.4.1 Introduction
8.4.2 A sample of electronic learning network based on tasks
8.4.3 Analysis of the project phrases
8.4.4 Summary
Chapter Nine: Teacher as Controller
9.1 INTERNET RESOURCE ACCESS CONTROL
9.2 LEARNING PROCESS CONTROL
9.3 LANGUAGE PRODUCTION CONTROL
Chapter Ten: Teacher as Assessor
10.1 COMPUTER-ASSISTED LANGUAGE TEST & COMPUTER-ADAPTIVE LANGUAGE TEST
10.1.1 Computer-assisted language test
10.1.2 Computer-adaptive language test
10.2 EFFECTIVENESS OF COMPUTERS IN LANGUAGE TESTING
10.3 PROCEDURES OF CALT & TEACHERS' ROLE
10.3.1 Generalization
10.3.2 Developing the test
10.3.3 Delivering the test
10.3.4 Marking the test
10.4 ISSUES DESERVING TEACHER'S CONCERN IN CBTS
10.4.1 CALT design issues
10.4.2 CALT scoring issues
10.4.3 CALT logistical issues
Chapter Eleven: Teacher as Facilitater & Other Roles
11.1 TEACHER AS FACILITATOR
11.2 TEACHER AS LIFE-LONG LEARNER & RESEARCHER
11.3 TEACHER AS EQUIPMENT MAINTAINER
11.4 OTHER ROLES
Chapter Twelve: Conclusion & Discussion
12.1 THESIS OBJECTIVE
12.2 RECOMMENDATIONS ON TEACHERS TRAINING
12.3 INTRINSIC INVALIDITY OF STUDY AND FUTURE DIRECTIONS OF RESEARCH
Appendix
Bibliography
Acknowledgement
【参考文献】：
期刊论文
[1]研究性学习与学科教师素质的提高[J]. 康敏. 教育发展研究. 2002(04)
本文编号：3265491
【文章来源】：电子科技大学四川省 211工程院校 985工程院校 教育部直属院校
【文章页数】：91 页
【学位级别】：硕士
【文章目录】：
Table of Contents
Chapter One: Introduction
1.1 CONTEXT OF RESEARCH
1.2 THESIS OBJECTIVE
1.3 OUTLINE
Chapter Two: Computer and Language Teaching
2.1 CLARIFICATION OF SOME TERMINOLOGIES
2.2 HISTORY AND DEVELOPMENT OF CALL
2.3 COMPUTER'S ROLE IN LANGUAGE TEACHING
2.3.1 Computer as tutor
2.3.2 Computer as tool
2.4 AN OVERVIEW OF CURRENT RESEARCH AND PRACTICE
Chapter Three: CALL and Language Teacher
3.1 INTER-RELATIONSHIP BETWEEN COMPUTER AND TEACHERS
3.1.1 Introduction
3.1.2 Possible technological methods used by language teachers
3.1.3 Positive and negative aspects of using computer
3.2 OTHER PEDAGOGICAL CONSIDERATIONS
3.2.1 Student-centred classroom
3.2.2 Changing role of teacher
Chapter Four: Roles Teachers Play in Traditional Method
4.1 THE ROLES OF TEACHER BY H． G． WIDDOWSON
4.1.1 Types of role
4.1.2 Two kinds of classroom engagement
4.1.3 Teacher authority and learner autonomy
4.2 TEACHERS' ROLE IN COMMUNICATIVE LANGUAGE TEACHING BY JEREMY HARMER
4.2.1 The teacher as a resource
4.2.2 The teacher as controller
4.2.3 The teacher as organizer
4.2.4 The teacher as prompter
4.2.5 The teacher as assessor
4.3 IMPLICATION AND DISCUSSION
Chapter Five: Constructivism and Teachers' Role
5.1 THEORETIC FRAMEWORK OF CONSTRUCTIVISM
5.1.1 Piaget
5.1.2 Vygotsky
5.2 CONSTRUCTIVIST LEARNING THEORY
5.3 TEACHERS' ROLE IN CONSTRUCTIVIST VIEW
5.3.1 Teachers' role as support
5.3.2 Teacher's role as help & guide
Chapter Six: FL/L2 Teachers' Role（s） in CALL
6.1 TEACHERS' ROLE IN CALL
6.1.1 Teaching unit trilogy by Palmberg
6.1.2 Constructivist-like definition by Yasilandis et al
6.2 SUMMMARY
Chapter Seven: Teacher as Informant
7.1 DEVELOPMENT OF MULTIMEDIA CALL
7.1.1 Interactionist SLA & a useful model
7.1.2 Seven hypotheses relevant for developing multimedia CALL
7.1.3 Specifics classification of FL multimedia software
7.1.4 Examples of multimedia CALL
7.1.5 Suggested criteria for development of multimedia CALL
7.2 EVALUATION OF CALL ACTIVITY
7.2.1 Evaluation as a critical part of design
7.2.2 Research methods for evaluation
7.2.3 Questions for empirical evaluation of multimedia CALL
Chapter Eight: Teacher as Organizor
8.1 WEB-BASED GUIDELINES BY OSUNA ET AL
8.2 CALL ACTIVITIES BASED ON E-MAIL: AN EXAMPLE
8.3 INTEGRATION OF CULTURE AND LANGUAGE
8.3.1 Introduction
8.3.2 An example of CALL activity integrating culture and language
8.3.3 Summary
8.4 BUILDING OF ELECTRONIC LEARNING NETWORKS EMPHASIZED ON TASKS
8.4.1 Introduction
8.4.2 A sample of electronic learning network based on tasks
8.4.3 Analysis of the project phrases
8.4.4 Summary
Chapter Nine: Teacher as Controller
9.1 INTERNET RESOURCE ACCESS CONTROL
9.2 LEARNING PROCESS CONTROL
9.3 LANGUAGE PRODUCTION CONTROL
Chapter Ten: Teacher as Assessor
10.1 COMPUTER-ASSISTED LANGUAGE TEST & COMPUTER-ADAPTIVE LANGUAGE TEST
10.1.1 Computer-assisted language test
10.1.2 Computer-adaptive language test
10.2 EFFECTIVENESS OF COMPUTERS IN LANGUAGE TESTING
10.3 PROCEDURES OF CALT & TEACHERS' ROLE
10.3.1 Generalization
10.3.2 Developing the test
10.3.3 Delivering the test
10.3.4 Marking the test
10.4 ISSUES DESERVING TEACHER'S CONCERN IN CBTS
10.4.1 CALT design issues
10.4.2 CALT scoring issues
10.4.3 CALT logistical issues
Chapter Eleven: Teacher as Facilitater & Other Roles
11.1 TEACHER AS FACILITATOR
11.2 TEACHER AS LIFE-LONG LEARNER & RESEARCHER
11.3 TEACHER AS EQUIPMENT MAINTAINER
11.4 OTHER ROLES
Chapter Twelve: Conclusion & Discussion
12.1 THESIS OBJECTIVE
12.2 RECOMMENDATIONS ON TEACHERS TRAINING
12.3 INTRINSIC INVALIDITY OF STUDY AND FUTURE DIRECTIONS OF RESEARCH
Appendix
Bibliography
Acknowledgement
【参考文献】：
期刊论文
[1]研究性学习与学科教师素质的提高[J]. 康敏. 教育发展研究. 2002(04)
本文编号：3265491
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