英语论文On How to Enhance Chinese College English Teaching Outcomes with Internet.docx

英语论文On How to Enhance Chinese College English Teaching Outcomes with Internet.docx

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英语论文OnHowtoEnhanceChineseCollegeEnglishTeachingOutcomeswithInternet

OnHowtoEnhanceChineseCollegeEnglishTeachingOutcomeswithInternet

Acknowledgements

IwouldliketoexpressmyheartfeltgratitudetomysupervisorProfessorLuoGuoliangforthecontinuousinspiration,scholarlyadviceandinculcatoryguidancehegavemeinthecourseofwritingthisthesis.Iamalsoindebtedtomyotherteacherswhohaveinstructedmeduringthepasttwoandahalfyears’studyatShanghaiInstituteofForeignTrade,andtomyclassmatesfortheirconstantencouragementtomeinmycareerasastudenthere.

Mydebtofgratitudealsogoestotheauthorsoftheacademicbooksandarticleslistedinthebibliography.Ibenefitedagreatdealfrommystudyofthesematerials.

Finally,Iwouldliketothankmyparentsandmywifefortheirsupportandencouragementduringthelongprocessofthethesiswriting.

Abstract

ComputerNetworksandtheInternethavebeengrowingrapidlyinChina.Andtheyareboundtoplayadominantroleinallaspectsofmodernsocietyincluding,ofcourse,languageeducation.ThisthesisisintendedtoelaborateonwhatispossibleinEnglishteachingwhencyberspacehasbecomeareality,compellingustoponderonhowitwillchangethewayweteachandlearnEnglish,especiallyintraditionaluniversities.

ThethesisbeginswithanintroductorychapterexplainingthenatureoftheEnglishlanguageteaching（ELT）inChina,theneedandthesignificanceofthestudy.

ChapterTwoprovidesabriefhistoricalreviewoftechnologyandcomputerapplicationinEnglishteaching,explainswhatWBETis,brieflyreviewstheconstructivetheorywhichisthetheoreticalprincipleofWBETandgoesontodiscussthedifferentmodelswhichcanbeusedintraditionaluniversities.ComparedwithtraditionalclassroomEnglishteaching,WBEThasitsuniqueadvantages.

ChapterThreeservesasanintroductiontoWeb-basedaidsbywhichtheWebcanbeappliedtoEnglishteachingandlearning,givingmanyexamplestoillustratecurrentlyavailablepracticalideasaswellasWBET’srichpotentialintheimmediatefuture.

ChapterFour,fromanotherperspective,identifieswaysinwhichWeb-basedtechnologiescancontributetotheacquisitionofthefourbasiclanguageskills,e.g.listening,speaking,readingandwriting.

ChapterFivediscussesthechallengescollegeteachersofEnglishareconfrontedwith,includingfunding,strongtechnicalsupportingandconditionsrequiredforthesuccessfulimplementationofWBET.

Lastbutnotleast,ChapterSixsummarizesthethemeofthethesisandgivesaclear-cutindicationofthefactthatWBEThasapositiveimpactonEnglishteachingandlearningandthatanyinstitutionofhigherlearning,beitcollegeoruniversity,willbeplayingalosinggameifitneglectstheapplicationoftheInternettoitseducationalprograms.Thewriteralsosuggestsinthischapterwhatfutureresearchisneededinthisarea.

内容提要

二十一世纪是网络世纪，飞速发展的因特网在政治、经济、文化、教育等方面发挥着重要作用，外语教学也不例外。

结合作者的教学实践，本文阐析了在这一背景下如何将因特网和中国的大学外语教学相结合已到提高外语教学效果。

第一章首先简要阐述了英语教学在中国的性质以及本文研究的必要性和意义。

第二章回顾了科技，尤其是计算机在外语教学中的历史和发挥的重要作用。

论述了网络英语教学的概念以及它在大学英语教学中的理论基础,主要应用模式和独特优势。

第三章从因特网技术的角度出发，分析了各种可以用于英语教学的网络工具的特点和使用方法。

第四章分析了如何利用网络帮助学生快速有效的掌握语言知识和听、说、读、写四种基本语言技能。

第五章分析了网络用于外语教学过程中可能会遇到的各种挑战，网络英语教学的局限性以及应对措施。

最后，作为全文的总结，作者提出了在本领域有待继续研究的几个问题。

同时指出，尽管网络用于外语教学有种种不足，不可能完全取代传统的课堂外语教学，但它外语教学有着积极的意义，是一种发展趋势。

TableofContents

Acknowledgements…………………………………….…………..i

Abstract………………………………………………….………....ii

内容摘要……………………………………………….……….….iv

I.Introduction………………………………………………….…..1

1.1TheNatureofELTinChina……………………………….…..1

1.2NeedfortheStudy…………………………………………….‍‌.4

1.3SignificanceoftheStudy……………………………………….6

II.Web-basedEnglishTeaching…………………………...…….9

2.1TechnologyandForeignLanguageEducation……………,...9

2.2HistoryofComputerinEnglishTeaching.………….…...…11

2.3ConstructivistLearningTheories……………………………..12

2.4ModelsofWBET……………………………………………….15

2.4.1WebSupportforInformationStorage,DisseminationandRetrieval………………………………………..……….…….…15

2.4.2WebSupportforTwo-WayInteraction……………….…..17

2.4.3FullWBET…………………...……………..…….…….17

2.5ReasonsforUsingtheInternetinEnglishClasses……….…18

2.5.1LearnigtoUseComputersProvidesaStrongIntrinsicMotivationforLearningEnglish.………………………………19

2.5.2InternetPlacesEnglishinanInternationalContext.…..19

2.5.3InternetProjectsareInteractive.………………………..…20

2.5.4FacilitiesforUsingtheInternetareOftenReadilyAvailable...20

2.5.5NetworkedComputingEnablesNewKindsofLearning...21

III.ApplyingtheWebAidsforEnglishTeaching………………...23

3.1ElectronicCommunication………………….…………….…..23

3.1.1AsynchronousCommunicationTools……………...……...…24

3.1.2SynchronousCommunicationTools……………………..29

3.1.3VirtualCommunities……………………………………..30

3.2ElectronicPosting………………………………………..…...31

3.2.1CurriculumCourseDocumentsManagement……………31

3.2.2UsingResourcesofOthers………………………….…….33

3.3Databases………………………………………………..…….34

3.4AutomatedTest………………………………………….……35

IV.LanguageAcquisitionWiththeAidoftheInternet……….…37

4.1TeachingtheLanguageSystem……………………….……..37

4.2AcquiringtheLanguageSkills………………………..…..38

4.2.1Listening…………………………………………….……39

4.2.2Speaking…………………………………………….……40

4.2.3Reading………………………………………………..….40

4.2.4Writing……………………………………………….……42

V.ChallengesandWeaknessesinWBET………………….……44

5.1OverwhelmingAmountofInformation…………………….…44

5.2InsufficientFunding…………………………………….……45

5.3SecurityIssues…………………………………………….….45

5.4CopyrightandPlagiarism…………………………….……..47

VI.SuggestionsforFutureResearchandConclusions….……….49

DefinitionofTerms………………………………………….…..51

Endnotes………………………..………...……..…………..…53

Bibliography………………………………………………………..55

I.Introduction

Inthepastfewdecades,especiallyinthelasttwentyyearsofreformandopeningtotheoutsideworld,Chinahasmadegreatachievementsinthedevelopmentofitsnationaleconomy.China’strongdesiretocommunicatewiththerestoftheworldandintegrateitseconomyintotheworldeconomyhascreatedanenormousneedforpersonnelwithEnglishproficiency.ChinamayrankfirstintheworldintermsofpopulationofEnglishlanguagelearners.“Accordingtothe1997statisticspublishedbytheChineseMinistryofEducation（MOE）,in1996therewereover1000universitiesandcollegesofferingforeignlanguagecoursestoabout3,000,000non-Englishmajorstudentsandover1000adulteducationschoolsofferingforeignlanguagecoursestoover2,600,000students”1

1.1TheNatureofELTinChina

InChina,researchinEnglishLanguageTeaching（ELT）startedaslateasthe1980s.Evennow,whendiscussingissuesofELT,ChineselanguageresearcherstendtointerchangeTeachingEnglishasaForeignLanguage（TEFL）andTeachingEnglishasaSecondLanguage（TESL）andborrowlanguage-learningtheoriesfromstudiesofSecondLanguageAcquisition（SLA）,whicharemostlyconductedonEnglishculture.SuchambiguityindicatesthattheremaybeconfusionamongresearchersinunderstandingthenatureofELTinChina,whichmaymisleadthepractitionersinapplyingsuitablelearningtheoriestosecondlanguagedevelopment.Itis,therefore,vitaltoclarifythedifferencebetweenEnglishasaForeignLanguage（EFL）andEnglishasaSecondLanguage（ESL）.LanguageresearcherswhoareawareofthedistinctionindicatethatdifferencesdoexistbetweenEFLandESL.ThemostobviousdifferenceliesinthesettinginwhichLanguageteachingandlearningoccurs,withtheformertakingplaceinanon-Englishhomecultureandthelatterinthetargetculture.Teachingsinthosetwodifferentcontextsare,therefore,namedrespectivelyasTEFLandTESL.TEFLconductedinnon-Englishsettingsfailstoprovidelanguagelearnerswithsufficientopportunitiesforinteractionsinthetargetlanguageandwithinauthenticcontexts.Quiteoften,theonlycomprehensiblelanguageEFLstudentshearandreadiswithintheclassroom;incontrast,whenESLstudentsleavetheclassroom,theymaygetintoanumberofsituationsinwhichtheycanuseandpracticethetargetlanguage.Learners’motivationtowardEnglishlearningindifferentcontextsisalsodifferent.ThedistinctionofcontextalsobringsaboutotherdifferencesbetweenTEFLandTESL,suchasdifferentformationofstudentandinstructorpopulations,differenteducationalpolicies,differentgoalsoflearninganddifferentconcerns,whichallplaysignificantrolesintheeffectivenessoflanguageteachingandlearning.

TheawarenessofthedifferencesbetweenTEFLandTESLinevitablydrawstheattentionofTEFLprofessionalstothecontextofforeignlanguagelearning,andtobemoreexact,onthelearningenvironment.Thefactthatlanguageiseverdynamicasasocialtoolalsorevealsthattheauthenticcontextisacriticalfactorinlanguagelearning.Thekeytounderstandinglanguageincontextistostartnotwithlanguage,butwithcontext.Sotheauthenticcontextplaysanimportantroleinsecond/foreignlanguagelearning.Kramschdefinedtheterm“authentic”asoneusedasareactionagainsttheprefabricatedartificiallanguageoftextbooksandinstructionaldialogues.AccordingtoKramsch,authentictextsrequireparticipantstorespondwithbehaviorsthatare“sociallyappropriatetothesetting,thestatusoftheinterlocutors,thepurpose,key,genre,andinstrumentalitiesoftheexchange,andthenormsofinteractionagreeduponbynativespeakers”2.

However,toprovideChineseEnglishlearnerswithanauthenticEnglishlanguagecontex