计算机辅助教学论文 Computerassisted English Teaching.docx

计算机辅助教学论文 Computerassisted English Teaching.docx

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计算机辅助教学论文ComputerassistedEnglishTeaching

Computer-assistedEnglishTeachingBasedonBehaviorism

Abstract:

thetraditionalEnglishteachingfocusesonthedominanceofteachers.Withthedevelopmentandapplicationofcomputers,CALL（Computer-AssistedLanguageLearning）hasbeenwidelyusedinthemodernEnglishteachingasanewteachingmethod.ThispaperproceedswiththetheoreticalresearchandanalyzesthetheoryofBehaviorismanditsinfluencesonandlimitationstoCALL.

KeyWords:

Behaviorism,CALL,Teachingmethod

1.Introduction

The20thcenturyisnotonlyanageofinformationbutalsoanageofknowledgeeconomy.Withtheprevalenceandtherapiddevelopmentofinformationtechnology,computer-assistedEnglishteachinghasbeeninfluencingalltheaspectsofEnglishteachingandhasbecomeanewtrendofEnglish-teachingdevelopment.Itpaysmoreattentiontoguidingthestudentstostudylanguagewiththehelpofcomputers.Thecombinationofteachingcontent,teachingprocessandtheassistanceofcomputerscancontributetothebestlearningeffect.Behaviorismhaslaidthefoundationforcomputer-assistedEnglishteaching.

2.CALL---Computer-AssistedLanguageLearning

CALL（Computer-assistedLanguageLearning）referstotheuseofacomputerinalanguageteachingandlearningprogram.TheresearchCALLbeganinthe1960’sinAmerica.AccordingtoNewOxfordEnglishDictionary,theword“assist”referstohelpsomeonetypicallybydoingashareofthework.Whenusedinforeignlanguageteaching,“assist”refersthattheteachersusecomputerstoimproveteachingmethodsandtheteachingeffect.CALListhecombinationofcomputersandmoderneducationaltheory.Asabrand-newteachingmethod,CALLhasbeenwidelyappliedandachievedalotintheEnglishteachingateverylevelofschools.CALLismoreoftenpracticedintheteachingorlearningofasecondorforeignlanguage.AccordingtoRichards,etal.（1998）,itmaytaketheformof:

a.activitieswhichparallellearningthroughothermediabutwhichusethefacilitiesofthecomputer（e.g.usingthecomputertopresentareadingtext）;

b.activitieswhichareextensionsoradaptationsofprint-basedorclassroom-basedactivities（e.g.computerprogramsthatteachwritingskillsbyhelpingthestudentdevelopatopicandthesisstatementandbycheckingacompositionforvocabulary,grammar,andtopicdevelopment）;

c.activitieswhichareuniquetoCALL.

3.PhrasesofCALLDevelopment

Therearemainly4phrasesinthecourseofCALLdevelopment.

3.1PhraseⅠ（BehavioristicCALL）

TheBehavioristicCALLwasconceivedinthe1950sandimplementedinthe1960sand1970s.Programsduringthisperiodcanbereferredtoas“drillandpractice”.Theprinciplesbehindthiscomputerastutormodelcouldbebrieflyputasfollows:

a.Repeatedexposuretothesamematerialisbeneficialorevenessentiallearning.

b.Acomputerisidealforcarryingoutrepeateddrills.

c.Acomputercanpresentmaterialonanindividualizedbasis,allowinglearnerstoproceedattheirownpaceandfreeingupclasstimeforotheractivities.

Inthelate1970sandearly1980s,BehavioristicCALLwasunderminedbytwoimportantfactors.First,behavioristicapproachestolanguagelearninghadbeenrejected.Secondly,theintroductionofthemicrocomputerallowedawholenewrangeofpossibilities.

3.2PhraseⅡ（CommunicativeCALL）

TheCommunicativeCALLismarkedbythefactthatsmallcomputersappearedandtheprogramscouldbestoredontapesorfloppydisksandthewholesystemwasportable.

Pedagogically,thisphrasewasbasedonthecommunicativeapproachtoteachingwhichbecameprominentinthe1970sand80s.SeveraltypesofCALLprogramsweredeveloped.

First,avarietyofprogramsrepresentanextensionofthecomputerastutormodel.ThesecondCALLmodelisthecomputerasstimulusmodel.Thethirdmodelofcomputersinvolvesthecomputerastoolorthecomputerasworkhorseapproach.Butbytheendofthe1980s,theCALLwasfailingtoexist.

3.3PhraseⅢ（IntegrativeCALL）

ThelearningfeaturedbytheIntegrativeCALLwasnotsomuchsuppliedbythelanguageofthetextitselfasbythecognitiveproblemsolvingtechniquesandinteractionbetweenstudentsinthegroup.

Thiswasmadepossiblebytheimportanttechnologicaldevelopmentofmultimediacomputerandinternet.Whatmakesmultimediamorepowerfulisthatitalsoentailshypermedia.

Computer-mediatedcommunicationallowsuserstosharenotonlybriefmessages,butalsolengthy（formattedorunformatted）documents---thusfacilitatingcollaborativewriting---andalsographics,soundsandvideo.

3.4PhraseIV（IntelligentCALL）

Asnewtechnologybecomesahouseholdnecessity,languageteachingusingsuchmeanswilldoubtlessbecomemorewidespread.SomeworkhastakenplaceonintegratingCALLwiththemoreorthodoxideasoflearning,leadingtoICALL（InternetCALL）.

4.BehaviorismTheory

BehaviorismTheoryisalsocalledStimulus-ResponseTheorywhichisoneofthemainlearningtheories.ThefounderofStimulus-ResponseTheoryisJohnB.Watson（1878-1958）.Behaviorismholdsthathuman’smindresultsfromtheinteractionoftheouterenvironment,whichis“stimulus-response”.Thejointbetweenstimulusandresponseis“reinforcement”.BehaviorismLearningTheoryregards“reinforcement”asthecoreofteachingprocedure.Itholdsthatonly“reinforcement”canleadtothebestlearningenvironmentandenhancestudents’learningmotivation.

AccordingtoBehaviorismLearningTheory,teachingcontentshouldbedecomposedintoaseriesofsmallteachingunitsandshouldbelearnedwiththehelpofteachingunits.Onlyinthiswaycanthefrequencyofreinforcementbeincreasedtothelargestextentandcanthenegativeresponsecausedbymistakesbedecreasedtothesmallestextent.ThecoursewarewhichisdesignedonthebasisofSkinner’scondition-responseexperimentandtheprincipleofstimulus（question）---response（answer）---enforcement（confirmation）makesadifferenceinoptimizingclassteaching.

Behaviorismistheschoolofpsychologythatdefinespsychologyasthestudyofobservablebehaviorandstudiesrelationshipsbetweenstimuli（S）andresponses（R）.ThefirstphaseofCALL,conceivedinthe1950sandimplementedinthe1960sand1970s,wasbasedonthedominantbehavioristtheoriesoflearningandteachingofthetime,whichemphasizesthespokenratherthanthewrittenformandpresentsthelearneracarefullygradedseriesofhabit-formingmodesoflearning.Programsofthisphaseentailrepetitivelanguagedrillsandcanbereferredtoas“drillandpractice”.Drillandpracticecoursewareisbasedonthemodelofcomputerastutor.Inotherwords,thecomputerservesasatutoringdevicethatissuesinstructionalmaterialtostudents.BehavioristicCALLessentiallyprovidespracticeforgrammarandvocabularyacquisition.Inthelate1970sandearly1980s,behavioristicCALLlostitspopularityfortwomainreasons,namely,changesinapproachestolanguageteachingandtheinventionofthemicrocomputer.

TherearealsosomeprinciplesinteachingprocedureandtheyareimportantinCALLcoursewaredesign:

a.Shot-stepprinciple.Itreferstodividethelearningcontentintosmallunitsandsequencethemaccordingtotheirlogicandformproceduraltextsandcourseware.Studentsstudyfromtheeasytothedifficultgradually.

b.Active-responseprinciple.AccordingtoSkinner,traditionalteachingfocusesonteachers’roleinimpartingknowledgeandstudents’passiverole.Studentshavefewchancestorespondteachers’questions.Inordertochangethepassivelearning,thecoursewareshouldbedesignedaccordingtothestudycontentofeveryunittostimulatestudentstorespondactive.

c.Immediate-enforcementprinciple.Whenstudentsrespondtoteachers,teachersshouldimmediatelymakestudentsknowwhethertheyareright.Thecoursewareshouldgiveimmediateenforcetostudentssoastoenhancetheirperformance..

d.Self-pacedprinciple.Inthetraditionalteaching,thepaceoflearningisidentical,whichgreatlylimitsthefreedevelopmentofstudents.Computer-assistteachingiscenteredonstudentssothattheycansettheirownlearningpaceaccordingtotheirownsituation.Properpacesandenforcementgivestudentsfurtherlearningpower.

e.Low-error-rateprinciple.Thetextsshouldbearrangedfromtheeasytothedifficultandfromtheunknowntotheknownsothatstudentscanhavemorerightresponseandenhancelearningefficiency.

5.TheApplicationofBehavioristicCALL

AccordingtoWarschauer（1996）,inthephaseofBehavioristicCALLfromthe1960’stothe1970’s,computersareregardedareaninexhaustiblemachineinstructorwhorepeatedlyprovideslanguageexerciseandresponseforstudentssothatstudentscanstudyagainandagainaccordingtotheirownpaceofstudy.Accordingtotheprincipleof“stimulus---response---enforcement”,CALLisusedinEnglishteachinginthefollowingaspects:

a.CALLcanprovidediversifiedexternalstimulusandenlightenstudents’Englishthinkingability,whichisbeneficialforthemtoacquireandkeeptheirknowledge.Multimediatechnologyprovidescombinedenvironment.Itshowsvisibleandaudibleinformationwithlivelyandvariousforms.Thismulti-levelexpressionsanddiversifiedsensorystimuliareeffectivetoEnglishstudy.Inthisenvironment,languagelearnerscanhaveactivepsychologicalexperienceandtheycanimmediatelytransformitintothedesireofknowledge.Inthisway,theycanacquiremuchmoreinformationthanwhatisacquiredinclass,whichismorebeneficialtokeepandtransformtheirknowledge.

b.Thecoursewarethroughmultimediatechnologyisvivid,livelyandmoresuitabletoarousestudents’interestinEnglishle