發(fā)布時(shí)間：2021-10-19 06:04

　　計(jì)算機(jī)輔助語(yǔ)言學(xué)習(xí)是一門相對(duì)較新的學(xué)科，尤其在近幾年發(fā)展迅速，受到了越來(lái)越多語(yǔ)言工作者的關(guān)注。作為一門年輕的學(xué)科，計(jì)算機(jī)輔助語(yǔ)言教學(xué)主要是在一定的語(yǔ)言學(xué)和心理學(xué)的理論基礎(chǔ)之上，利用計(jì)算機(jī)和信息技術(shù)輔助、推進(jìn)外語(yǔ)教學(xué)活動(dòng)。近些年來(lái)，有很多語(yǔ)言工作者在此領(lǐng)域開展了一系列的研究工作。然而普通的英語(yǔ)教師和英語(yǔ)學(xué)習(xí)者在面對(duì)形式眾多的計(jì)算機(jī)輔助語(yǔ)言學(xué)習(xí)教學(xué)活動(dòng)時(shí)，往往不知所措——不知道哪一種更適合自己、效果更好。面對(duì)目前的這種狀況，作者撰寫本論文主要有3個(gè)目的：（1）使廣大英語(yǔ)教師和英語(yǔ)學(xué)習(xí)者更清楚的了解計(jì)算機(jī)輔助語(yǔ)言學(xué)習(xí)這個(gè)學(xué)科；（2）對(duì)組織計(jì)算機(jī)輔助語(yǔ)言學(xué)習(xí)教學(xué)活動(dòng)，提出作者自己的觀點(diǎn)和建議；（3）提出一個(gè)相對(duì)系統(tǒng)的評(píng)價(jià)系統(tǒng)，去評(píng)價(jià)現(xiàn)有的計(jì)算機(jī)輔助語(yǔ)言教學(xué)活動(dòng)。 本文首先回顧了計(jì)算機(jī)輔助教學(xué)的發(fā)展歷史，總結(jié)了該學(xué)科特有的特點(diǎn)，從而可以使讀者對(duì)改學(xué)科能有一個(gè)比較全面、深刻的認(rèn)識(shí)與了解。然后在第二章，文章對(duì)現(xiàn)有的計(jì)算機(jī)輔助教學(xué)的形式就行了分類總結(jié)，并加以分析。在此基礎(chǔ)之上，論文的主體部分提出了作者對(duì)如何組織有效的計(jì)算機(jī)輔助教學(xué)的建議。在此部分，文章通過(guò)作者提出的對(duì)語(yǔ)言學(xué)習(xí)的3個(gè)分類標(biāo)準(zhǔn)，依次... 

【文章來(lái)源】：東華大學(xué)上海市 211工程院校 教育部直屬院校

【文章頁(yè)數(shù)】：93 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
CONTENTS
ABSTRACT
內(nèi)容提要
Chapter 1 A General View of CALL
    1.1 Introduction
    1.2 The History of CALL
        1.2.1 CALL in the 1960s and 1970s
        1.2.2 CALL in the 1980s
        1.2.3 CALL in the 1990s
    1.3 The Nature of CALL
        1.3.1 Psychology
        1.3.2 Linguistics
        1.3.3 Artificial Intelligence
        1.3.4 Computational Linguistics
        1.3.5 Instructional Technology and Design
        1.3.6 Human-Computer Interaction
Chapter 2 Three Major Forms of CALL
    2.1 Application of CALL Software Programs
    2.2 Network-Based Language Learning
    2.3 Network as Communicative Tool in CALL Activity
Chapter 3 The Appropriate Organization of CALL
    3.1 The Necessities of Introducing CALL into Language Classroom
        3.1.1 Pattern Drills and Tests in Interesting Ways
        3.1.2 A Rich Resource for Materials
        3.1.3 Learner-Centered Learning
        3.1.4 Interaction
    3.2 The Appropriate Organization of CALL Activity
        3.2.1 Organizing CALL According to Learners' Language Level
        3.2.2 Organizing CALL According to Learners' Learning Purpose
        3.2.3 Organizing CALL According to Learning Environment
    3.3 Summary
Chapter 4 Evaluation of CALL
    4.1 Evaluating CALL Software from Computer Technological Aspect
    4.2 Evaluating CALL Software from Learning Psychology Aspect
        4.2.1 Features of CALL Software Programs Based on Behaviorism
        4.2.2 Features of CALL Software Programs Based on Cognitive Psychology
        4.2.3 Features of CALL Software Programs Based on Constructivism
    4.3 Evaluating CALL Software from Language Learning Aspect
    4.4 Suggestions on CALL Software Programs Selection
Chapter 5 Conclusion
APPENDIX:
    Ⅰ Questionnaire for students taking a CALL course
    Ⅱ Questionnaire Analysis
BIBLIOGRAPHY



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