CALL环境下大学生计算机使用频率和计算机素养的关系及二者性别差异的研究
发布时间：2020-10-10 22:07
随着当今信息通讯技术的发展,计算机辅助外语教学成为学术界越来越热门的研究领域之一。其中,计算机辅助外语教学中学生的计算机使用频率和计算机素养是一个尤为重要的研究内容。二者在学生外语学习过程中具有很大的影响力,因此研究者不能忽视对它们的研究。 本文旨在研究学生使用计算机的频率和他们的计算机素养之间是否存在一定的关系,并且研究学生在二者上的性别差异。本文的研究问题如下: (1)在CALL环境下,学生使用计算机的频率和他们的计算机素养的基本情况是什么? (2)在CALL环境下,学生使用计算机的频率和他们的计算机素养之间是否存在一定的关系? (3)在CALL环境下,学生使用计算机的频率和他们的计算机素养这两方面是否存在性别差异?如果有,表现在哪些方面? 本文采用Winke和Goertler (2008)的研究问卷,并且根据本研究的需要做了适当的修改,通过发放问卷,收集了本研究所需要的数据。另外通过和学生的访谈,收集了更有力的研究资料。在此基础上,本文运用SPSS 17.0分别做了皮尔逊相关系数分析和独立样本T检验,然后详细地分析和讨论了文中提出的三个研究问题。 根据问卷和访谈所得的数据分析,研究结果显示,在CALL环境下,学生们的计算机使用频率和他们的计算机素养是紧密相关的;在大学生计算机使用频率和计算机素养两方面,整体上都没有表现出性别上的显著差异,印证了学生们的计算机使用频率和他们的计算机素养是紧密相关的。但是在学生的计算机素养的一些方面表现出了男生优于女生的显著差异,包括用VCD或者DVD安装程序、将视频上传到数码相机或者视频编辑软件、编辑视频和处理计算机设备问题等方面。这些显著差异可归因于男女生对计算机的兴趣不同。 本文的研究结果对以后的外语教学有着一定的指导意义。4.2部分研究结果显示,大学生使用计算机学习外语的频率和他们的计算机素养密切相关,这样学校行政部门应该为学生提供有利的学习环境,让学生们能够方便地接触计算机,并且利用网络进行外语学习。由文中性别差异的研究结果可以得出,大学教师应该针对不同的教学任务进行分性别教学,从教学方式和教育评价等方面进行探索,以期达到更好的教学效果。
【学位单位】：重庆大学
【学位级别】：硕士
【学位年份】：2011
【中图分类】：G645.5;H09
【文章目录】：
中文摘要
ABSTRACT
ABBREVIATION
CHAPTER ONE INTRODUCTION
1.1 BACKGROUND
1.2 PURPOSE OF THE STUDY
1.3 LAYOUT OF THE THESIS
CHAPTER TWO LITERATURE REVIEW
2.1 BRIEF INTRODUCTION OF CALL
2.1.1 Definition of CALL
2.1.2 Development of CALL
2.1.3 Role of CALL
2.2 IMPORTANCE OF COMPUTER LITERACY AND THE RELATIONSHIP BETWEEN COMPUTER ACCESS AND COMPUTER LITERACY.
2.2.1 Definitions of Computer Access
2.2.2 Definitions Of Computer Literacy
2.2.3 Importance Of Computer Literacy
2.2.4 Relationship Between Computer Access And Computer Literacy
2.3 SOME RESEARCHES ON COMPUTER ACCESS AND COMPUTER LITERACY
2.3.1 Computer Access and Computer Literacy in Working Place
2.3.2 Computer Access and Computer Literacy in School Education
2.3.3 Computer Access and Computer Literacy in EFL
2.4 RESEARCHES INTO GENDER DIFFERENCES IN LANGUAGE LEARNING
CHAPTER THREE RESEARCH DESIGN AND METHODOLOGY
3.1 RESEARCH QUESTIONS
3.2 DESCRIPTION OF PARTICIPANTS
3.3 INSTRUMENTS, DATA COLLECTION AND METHODS OF DATA ANALYSIS
3.3.1 Research Instruments.
3.3.2 Procedures of Data Collection
3.3.3 Methods of Data Analysis
CHAPTER FOUR FINDINGS AND DISCUSSION
4.1 STUDENTS’FREQUENCY OF COMPUTER ACCESS AND THEIR LEVEL OF COMPUTER LITERACY IN CALL ENVIRONMENT
4.1.1 Students’Frequency of Computer Access
4.1.2 Students’Level of Computer Literacy
4.2 RELATIONSHIP BETWEEN STUDENTS’FREQUENCY OF COMPUTER ACCESS AND THEIR LEVEL OF COMPUTER LITERACY
4.3 GENDER DIFFERENCES IN STUDENTS’FREQUENCY OF COMPUTER ACCESS AND THEIR LEVEL OF COMPUTER LITERACY IN CALL ENVIRONMENT
4.3.1 Gender Differences in Students’Frequency of Computer Access
4.3.2 Gender Differences in Students’Level of Computer Literacy
4.3.3 Relationship between Frequency of Computer Access and Level of Computer Literacy based on Gender Differences.
CHAPTER FIVE CONCLUSION, IMPLICATIONS AND LIMITATIONS
5.1 CONCLUSION
5.2 IMPLICATIONS
5.2.1 For Foreign Language Administrators..
5.2.2 For Foreign Language Teachers
5.2.3 For Foreign Language Learners
5.3 LIMITATIONS AND SUGGESTIONS
5.3.1 Limitations of the Study
5.3.2 Suggestions for Further Research
ACKNOWLEDGEMENTS
REFERENCES
APPENDIX I QUESIONNAIRE
APPENDIX II INTERVIEW OUTLINE
APPENDIX III PUBLISHED PAPERS DURING M.A. STUDY
【参考文献】
本文编号：2835650
【学位单位】：重庆大学
【学位级别】：硕士
【学位年份】：2011
【中图分类】：G645.5;H09
【文章目录】：
中文摘要
ABSTRACT
ABBREVIATION
CHAPTER ONE INTRODUCTION
1.1 BACKGROUND
1.2 PURPOSE OF THE STUDY
1.3 LAYOUT OF THE THESIS
CHAPTER TWO LITERATURE REVIEW
2.1 BRIEF INTRODUCTION OF CALL
2.1.1 Definition of CALL
2.1.2 Development of CALL
2.1.3 Role of CALL
2.2 IMPORTANCE OF COMPUTER LITERACY AND THE RELATIONSHIP BETWEEN COMPUTER ACCESS AND COMPUTER LITERACY.
2.2.1 Definitions of Computer Access
2.2.2 Definitions Of Computer Literacy
2.2.3 Importance Of Computer Literacy
2.2.4 Relationship Between Computer Access And Computer Literacy
2.3 SOME RESEARCHES ON COMPUTER ACCESS AND COMPUTER LITERACY
2.3.1 Computer Access and Computer Literacy in Working Place
2.3.2 Computer Access and Computer Literacy in School Education
2.3.3 Computer Access and Computer Literacy in EFL
2.4 RESEARCHES INTO GENDER DIFFERENCES IN LANGUAGE LEARNING
CHAPTER THREE RESEARCH DESIGN AND METHODOLOGY
3.1 RESEARCH QUESTIONS
3.2 DESCRIPTION OF PARTICIPANTS
3.3 INSTRUMENTS, DATA COLLECTION AND METHODS OF DATA ANALYSIS
3.3.1 Research Instruments.
3.3.2 Procedures of Data Collection
3.3.3 Methods of Data Analysis
CHAPTER FOUR FINDINGS AND DISCUSSION
4.1 STUDENTS’FREQUENCY OF COMPUTER ACCESS AND THEIR LEVEL OF COMPUTER LITERACY IN CALL ENVIRONMENT
4.1.1 Students’Frequency of Computer Access
4.1.2 Students’Level of Computer Literacy
4.2 RELATIONSHIP BETWEEN STUDENTS’FREQUENCY OF COMPUTER ACCESS AND THEIR LEVEL OF COMPUTER LITERACY
4.3 GENDER DIFFERENCES IN STUDENTS’FREQUENCY OF COMPUTER ACCESS AND THEIR LEVEL OF COMPUTER LITERACY IN CALL ENVIRONMENT
4.3.1 Gender Differences in Students’Frequency of Computer Access
4.3.2 Gender Differences in Students’Level of Computer Literacy
4.3.3 Relationship between Frequency of Computer Access and Level of Computer Literacy based on Gender Differences.
CHAPTER FIVE CONCLUSION, IMPLICATIONS AND LIMITATIONS
5.1 CONCLUSION
5.2 IMPLICATIONS
5.2.1 For Foreign Language Administrators..
5.2.2 For Foreign Language Teachers
5.2.3 For Foreign Language Learners
5.3 LIMITATIONS AND SUGGESTIONS
5.3.1 Limitations of the Study
5.3.2 Suggestions for Further Research
ACKNOWLEDGEMENTS
REFERENCES
APPENDIX I QUESIONNAIRE
APPENDIX II INTERVIEW OUTLINE
APPENDIX III PUBLISHED PAPERS DURING M.A. STUDY
【参考文献】
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2 徐海燕;;高校信息素养教育存在的问题与对策[J];情报探索;2009年01期
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