本文選題：計算機(jī)輔助語言教學(xué) + 寫作教學(xué)　； 參考：《深圳大學(xué)》2017年碩士論文

【摘要】：本研究采用個案研究方法,在對深圳六名高二學(xué)生實施為期一周的計算機(jī)輔助英語寫作課程的基礎(chǔ)上來探究中國英語學(xué)習(xí)者對計算機(jī)輔助寫作教學(xué)的感知及其影響因素。該課程是基于過程寫作法的計算機(jī)輔助寫作教學(xué)課程。期間,研究者指導(dǎo)學(xué)生基于網(wǎng)絡(luò)信息選擇寫作主題,通過互聯(lián)網(wǎng)查找相關(guān)資料起草初稿,網(wǎng)上同伴互和修訂作品等。該研究通過學(xué)習(xí)日志和訪談收集數(shù)據(jù)。為了確保數(shù)據(jù)真實、準(zhǔn)確、可靠,研究者要求研究對象在每個課時結(jié)束前寫下關(guān)于他們從課程中獲得的知識、技能和經(jīng)驗,他們對使用新技術(shù)的看法和感受等的學(xué)習(xí)日志。初步分析學(xué)習(xí)日志后,為了理解復(fù)雜、深刻的問題,進(jìn)一步深化對學(xué)習(xí)者認(rèn)知的理解,作為補充,研究者通過微信對相關(guān)問題進(jìn)行訪談。該研究使用了兩種訪談形式:(1)后續(xù)訪談是為了在初步分析學(xué)習(xí)日志后對一些疑點進(jìn)一步探究;(2)焦點訪談是為了在整個課程結(jié)束后深入拓展研究。分析這些學(xué)習(xí)日志和訪談表明,盡管有些局限性,計算機(jī)輔助語言教學(xué)是一個有用的學(xué)習(xí)寫作的工具。在經(jīng)歷了一個寒假的計算機(jī)輔助寫作課程后,學(xué)生表示基于以下原因更喜歡該課程:1)易于操作和獲得;(2)有助于同儕學(xué)習(xí)氣氛;(3)更好的和真實的語言學(xué)習(xí)環(huán)境及(4)過程寫作的方法。針對其局限性,學(xué)生們還提出了在二語教學(xué)中建立更好的計算機(jī)輔助教學(xué)的建議。此外,通過扎根理論分析和親和圖法,本研究還探究了可能影響學(xué)生認(rèn)知的因素。結(jié)果表明,這些因素包括技術(shù),學(xué)習(xí)者,教師,課程設(shè)計和社會文化背景五個維度。
[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.
【學(xué)位授予單位】：深圳大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41;G434

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