计算机辅助教学模式下英语学习者逻辑性思维能力提高的研究
发布时间：2021-07-12 11:26
自新大学英语课程要求（高等教育部,2007）实施以来,中国的英语教育着重培养学生“说”的能力,然而对于学生思维能力的发展却未给予足够的重视。中国大学生运用逻辑思维能力理解、分析、综合、抽象和概括的能力相对较弱,他们的创新思维能力亦是如此。本文首先阐释了本研究所主要采用的多媒体辅助交际法教学模式；接着对语言与思维的关系,逻辑思维能力对语言发展的重要性,以及前人在英语学习中提高逻辑思维能力所做的研究进行了回顾；然后对计算机辅助英语学习进行了简要概述。本项研究是建立在开设于对作者学校的一门以信息技术为基础的英语视听说课—《情景英语》,授课对象为非英语专业大三学生为期一学期的实证研究。学生每节课上进行的产出性活动都被记录和收集。授课教师所采用的教学方法基于Bachman的交际语言能力理论,该理论强调学生应该在真实情景或接近真实情景下最大限度地用目的语进行交际。这一课程包含了多种形式的课堂活动：两人对话、三人小组讨论、辩论、个人陈述（1分钟）等等。整个教学环节在语言实验室中进行,其中,教师及每位学生座位上均配备一台电脑,并由数字化语言学习系统WE-LL6000连接。在这一学习系统下,学生在完成任...
【文章来源】：北京邮电大学北京市 211工程院校 教育部直属院校
【文章页数】：69 页
【学位级别】：硕士
【文章目录】：
摘要
ABSTRACT
Chapter One Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Structure of the study
Chapter Two Literature Review
2.1 Communicative Language Teaching Modal Assisted by Computer
2.1.1 Communicative Language Teaching (CLT)
2.1.2 Bachman's Communicative Language Ability (CLA) Model
2.1.3 Communicative Language Teaching Mode Assisted by Computer
2.2 Research on Logic Thinking Ability
2.2.1 Relationship between Language and Thinking Ability
2.2.2 The Role of Logic Thinking Ability in English Learning
2.2.3 Textual Analysis
2.2.4 Cohesion and Coherence
2.2.5 Related Researches Done Previously
2.3 Computer-assisted Language Learning
2.3.1 The Role of Computer in Language Learning
2.3.2 Three Phases of CALL
Chapter Three Research Design
3.1 Subjects
3.2 Teaching Environment
3.3 Teaching Strategies in Conducting in-class Activities
3.4 Experimental Instrument
3.5 Data Collection and Analysis
3.5.1 Data collection
3.5.2 Data Analysis
Chapter Four Results and Findings
4.1 Correlation Analysis between the Two Teachers' Ratings
4.2 Correlation Analysis between Subjects' Comprehensive Language Proficiency and Their Speaking Proficiency
4.3 A Comparison of the Test Scores
4.3.1 A Comparison of Group One's Pre and Post Test Scores
4.3.2 A Comparison of Two Groups' Posttest Scores
4.4 Analysis of the Questionnaire
Chapter Five Conclusions and Implications
5.1 Conclusions
5.2 Implications
5.3 Limitations and Suggestions for Further Studies
References
Appendices
Acknowledgements
Published papers
Academic Conefrences Attended
【参考文献】：
期刊论文
[1]英语课堂问题设置与学生逻辑思维能力的培养[J]. 董璐璐. 青年文学家. 2009(04)
[2]英语专业学生逻辑思维能力的匮乏与翻译教学策略——兼评学生在TEM8中英汉互译的逻辑错误[J]. 李玉英,吴国初. 江西教育学院学报(社会科学版). 2007(02)
[3]多媒体辅助的交际法教学模式——多媒体环境下“以学生为中心”的教学模式在听说课堂的应用[J]. 赵昆仑. 中国现代教育装备. 2006(05)
[4]从英语议论文分析大学生抽象思维特点[J]. 文秋芳,刘润清. 外国语(上海外国语大学学报). 2006(02)
[5]关于语言与思维的哲学思考[J]. 赵德远. 解放军外国语学院学报. 2001(01)
[6]Lyle F.Bachman的语言测试理论模式[J]. 韩宝成. 外语教学与研究. 1995(01)
本文编号：3279825
【文章来源】：北京邮电大学北京市 211工程院校 教育部直属院校
【文章页数】：69 页
【学位级别】：硕士
【文章目录】：
摘要
ABSTRACT
Chapter One Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Structure of the study
Chapter Two Literature Review
2.1 Communicative Language Teaching Modal Assisted by Computer
2.1.1 Communicative Language Teaching (CLT)
2.1.2 Bachman's Communicative Language Ability (CLA) Model
2.1.3 Communicative Language Teaching Mode Assisted by Computer
2.2 Research on Logic Thinking Ability
2.2.1 Relationship between Language and Thinking Ability
2.2.2 The Role of Logic Thinking Ability in English Learning
2.2.3 Textual Analysis
2.2.4 Cohesion and Coherence
2.2.5 Related Researches Done Previously
2.3 Computer-assisted Language Learning
2.3.1 The Role of Computer in Language Learning
2.3.2 Three Phases of CALL
Chapter Three Research Design
3.1 Subjects
3.2 Teaching Environment
3.3 Teaching Strategies in Conducting in-class Activities
3.4 Experimental Instrument
3.5 Data Collection and Analysis
3.5.1 Data collection
3.5.2 Data Analysis
Chapter Four Results and Findings
4.1 Correlation Analysis between the Two Teachers' Ratings
4.2 Correlation Analysis between Subjects' Comprehensive Language Proficiency and Their Speaking Proficiency
4.3 A Comparison of the Test Scores
4.3.1 A Comparison of Group One's Pre and Post Test Scores
4.3.2 A Comparison of Two Groups' Posttest Scores
4.4 Analysis of the Questionnaire
Chapter Five Conclusions and Implications
5.1 Conclusions
5.2 Implications
5.3 Limitations and Suggestions for Further Studies
References
Appendices
Acknowledgements
Published papers
Academic Conefrences Attended
【参考文献】：
期刊论文
[1]英语课堂问题设置与学生逻辑思维能力的培养[J]. 董璐璐. 青年文学家. 2009(04)
[2]英语专业学生逻辑思维能力的匮乏与翻译教学策略——兼评学生在TEM8中英汉互译的逻辑错误[J]. 李玉英,吴国初. 江西教育学院学报(社会科学版). 2007(02)
[3]多媒体辅助的交际法教学模式——多媒体环境下“以学生为中心”的教学模式在听说课堂的应用[J]. 赵昆仑. 中国现代教育装备. 2006(05)
[4]从英语议论文分析大学生抽象思维特点[J]. 文秋芳,刘润清. 外国语(上海外国语大学学报). 2006(02)
[5]关于语言与思维的哲学思考[J]. 赵德远. 解放军外国语学院学报. 2001(01)
[6]Lyle F.Bachman的语言测试理论模式[J]. 韩宝成. 外语教学与研究. 1995(01)
本文编号：3279825
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