CALL （computer-assisted language learning） has tremendously transformed the teaching of language, with its wide application in many aspects of language teaching. However, how to integrate CALL into the teaching of c...CALL （computer-assisted language learning） has tremendously transformed the teaching of language, with its wide application in many aspects of language teaching. However, how to integrate CALL into the teaching of culture is still rarely discussed. The purpose of the paper is to explore feasible models for teaching culture in CALL and their effects on students＇ acquisition process. Based on two fundamental pedagogical approaches （participatory pedagogy and multiliteracies pedagogy） for teaching culture, this paper proposes three pedagogical models （problem-posing model, web-quest model, and computer-supported collaborative learning model） for teaching culture in CALL. In the end, this paper illustrates a combination of the three models in real CALL setting by a cultural teaching case. A questionnaire survey and interviews are conducted to reflect on students＇ feedback, which gives an insight into possible adjustments in teaching models and the paper also proposes future possibilities in applying these models into teaching culture展开更多
This is an empirical research on network-based teaching approach. By adopting the theory of autonomy, we redesigned the class arrangement. After the research was carried out for three months, a questionnaire was desig...This is an empirical research on network-based teaching approach. By adopting the theory of autonomy, we redesigned the class arrangement. After the research was carried out for three months, a questionnaire was designed to learn of the student's attitude change towards the learning of English. The results show that over 80% of the students agree with the network-based teaching approach. They especially like the teaching of listening and speaking. Students have a stronger motivation than before and are more interested in learning English. We also analyzed the students' CET4 scores, and found the experimental group made more progress than the control group. All these are of great value to our further research.展开更多
文摘CALL （computer-assisted language learning） has tremendously transformed the teaching of language, with its wide application in many aspects of language teaching. However, how to integrate CALL into the teaching of culture is still rarely discussed. The purpose of the paper is to explore feasible models for teaching culture in CALL and their effects on students＇ acquisition process. Based on two fundamental pedagogical approaches （participatory pedagogy and multiliteracies pedagogy） for teaching culture, this paper proposes three pedagogical models （problem-posing model, web-quest model, and computer-supported collaborative learning model） for teaching culture in CALL. In the end, this paper illustrates a combination of the three models in real CALL setting by a cultural teaching case. A questionnaire survey and interviews are conducted to reflect on students＇ feedback, which gives an insight into possible adjustments in teaching models and the paper also proposes future possibilities in applying these models into teaching culture
基金This paper is supported by College English Teaching Refor m Research Project of Ministry of Education 2004-2005 .
文摘This is an empirical research on network-based teaching approach. By adopting the theory of autonomy, we redesigned the class arrangement. After the research was carried out for three months, a questionnaire was designed to learn of the student's attitude change towards the learning of English. The results show that over 80% of the students agree with the network-based teaching approach. They especially like the teaching of listening and speaking. Students have a stronger motivation than before and are more interested in learning English. We also analyzed the students' CET4 scores, and found the experimental group made more progress than the control group. All these are of great value to our further research.
