網(wǎng)絡(luò)時(shí)代如何達(dá)到有效的英語學(xué)習(xí)

1、網(wǎng)絡(luò)時(shí)代如何達(dá)到有效的英語學(xué)習(xí)how to achieve effective english learning in net agecontentsabstract .1key words.1i. introduction.1ii. the benefits of internet and foreign language education.22.1 technology and foreign language education: a brief history.22.2 what is the internet? .32.3 the internet as a teaching an

2、d learning tool .3iii. the effects of multimedia on language learning .5iv. how to make full use of internet to assist english learning 64.1 internet and language learning .64.2 e-mail as instructional or learning tool.64.3 video& foreign language learning.84.4 movies and english learning.8v. co

3、mputer-assisted language learning (call) .95.1 why use call? .95.2 what can we do with call? .105.2.1 vocabulary development 115.2.2 reading 12vi. using powerpoint for esl teaching .13vii. conclusion 14references .15摘 要： 21世紀(jì)是網(wǎng)絡(luò)教育的時(shí)代。網(wǎng)絡(luò)為人們提供了語言和知識資源，信息又是人們獲取知識的主要來源。事實(shí)上，新的信息和通訊技術(shù)已成為現(xiàn)代社會的基礎(chǔ)，網(wǎng)絡(luò)與教學(xué)的結(jié)合是必

4、然的發(fā)展趨勢。多媒體計(jì)算機(jī)和萬維網(wǎng)已經(jīng)使計(jì)算機(jī)成為娛樂、信息、通信和教育的來源。而且，在最近的幾年期間，因特網(wǎng)已作為一種顯著的新技術(shù)出現(xiàn)，而“網(wǎng)絡(luò)”被這新的技術(shù)的影響所激發(fā)。 因?yàn)閷σ蛱鼐W(wǎng)的使用在無數(shù)的領(lǐng)域是普遍的，毫無疑問，它并且運(yùn)載巨大潛力至于教育使用, 尤其是第二外語的使用。因特網(wǎng)的潛力是巨大的，因此我們應(yīng)該充分利用網(wǎng)絡(luò)來取得有效的英語學(xué)習(xí)。關(guān)鍵詞：網(wǎng)絡(luò)教育 多媒體計(jì)算機(jī) 萬維網(wǎng) 因特網(wǎng) 計(jì)算機(jī)輔助語言學(xué)習(xí) 有效的英語學(xué)習(xí)abstract: the 21st century is the age of net education. the network provides languag

5、e and knowledge resources for us. information is also a main source for people to gain knowledge. as a matter of fact, new information and communication technology has become the base of modern society; it is the tendency to combine the network and teaching. multimedia computers and the world wide w

6、eb (www) have made computers a source of entertainment, information, communication and education. whats more, over the past few years, the internet has emerged as a prominent new technology, and “the net” was sparked by the impact of this new technology. because the use of the internet is widespread

7、 in numerous fields, without a doubt, it also carries great potential for educational use, specifically second and foreign language education. the internets educational function is immense, so we should make full use of the network to achieve effective english learning. key words: network education

8、multimedia computers internet call effective english learningi. introductionwith the development of computer technology, computer has been widely used in language learning and teaching. computer assisted language learning (call) gives the learner the control in his own material selection and the pac

9、e of progress. it can provide virtual environment for the learner and also allows the instant feedback. learners are actively involved in the process of learning. students sitting in the multimedia language lab can use all kinds of interactive cd-rom or vcd titles including tutorials, exercises, gam

10、es, encyclopedia, movies and so forth. students can learn the target language from kinds of authentic input including texts, graphics, animation, sound and videos. in particular, learners can explore these extremely rich learning materials. the interactivity of the computer makes the learner gain co

11、ntrol over learning and, therefore, becomes an active participant in the language learning process.over the past few years, the internet has emerged as a prominent new technology. the influence of such a powerful technological tool has pervaded all aspects of the education, business, and economic se

12、ctors of our world. regardless of ones familiarity with the internet, it is repeatedly made reference to. news broadcasters and commercials, for example, will now provide web addresses, and even the recent movies; “the net” was sparked by the impact of this new technology (mike 1996). regardless of

13、whether one uses the internet or not, one must be clear about the fact that we have entered a new information age and the internet is here to stay. ii. the benefits of internet and foreign language education2.1 technology and foreign language education: a brief historytechnology and foreign language

14、 education are no stranger to one another. in the sixties and seventies, language laboratories were being installed in numerous educational settings. the traditional language laboratory was comprised of a series of booths, each providing a cassette deck, and accompanying microphone and headphone. te

15、acher monitored their students interactions by using a central control panel. the basic premise behind this technology was that if verbal behavior was modeled, and then reinforced, students would quickly learn the language in question. the language lab activities were therefore grounded in a stimulu

16、s-response behavior pattern. the more drill practice the students encountered, the faster they would learn the second language. while the language laboratory was a positive step in linking technology and language education, it was soon recognized that such activities were both tedious and boring for

17、 learners. furthermore, the amount of student-teacher interaction was minimal, and individualized instruction was irrelevant. besides the pedagogical deficiencies, the audio equipment was cumbersome and prone to breakdown, and had only one function to disseminate auditory input. these factors put to

18、gether led to a shift between the communicative approach and second language education, namely, computer assisted language learning.microcomputers and quality call software provided yet another medium for language learning. its potential as both a teaching and learning tool are widely written about

19、in the educational literature. at present, there are a variety of computer applications available including vocabulary, grammar, and pronunciation tutors, spell checkers, electronic workbooks, writing and reading programs, as well as various authoring packages to allow instructors to create their ow

20、n exercises to supplement existing language courses. computers can provide immediate feedback to students and students can work at an individualized pace. software can be designed to include sound, graphics, video, and animation. 2.2 what is the internet? while the computer is now used in some form

21、or another in most language classrooms, and is considered standard equipment, the internet is also gradually being introduced in the second language classroom as teachers become more familiar with it. the internet is a confederation of thousands of computers from various sectors of society such as e

22、ducation, business, government and the military. it is a network of thousands of computer networks (lewis, 1994). each individual system brings something different to the whole (databases, library services, graphs, maps, electronic journals, etc), and the end result is a vast accumulation of informa

23、tion. it is a worldwide network of computers that interact on a standardized set of protocols that act independently of particular computer operating systems, allowing for a variety of access methods to the internet. 2.3 the internet as a teaching and learning toolin addition to the communication be

24、nefits of the internet, the internet can also be used to retrieve and access information. the world wide web is therefore a virtual library at one's fingertips; it is a readily available world of information for the language learner. while the internet offers numerous benefits to the language le

25、arner, a few such possibilities are examined here, in the context of language learning. perhaps one of the most essential pedagogical principles of language teaching is one that emphasizes the study of language in a cultural context. many other language instructors discuss that language and culture

26、are inseparable and interdependent; understanding the culture of the target language enhances understanding of the language. to this end, the internet is a valuable resource to both language teachers and learners. as discussed previously, e-mail on the internet allows language learners to communicat

27、e with native speakers. in this manner, the internet facilitates the use of the specific language in an authentic setting. the internet can also be used to acquire information from language resources for a variety of purposes. for example, students can access current information from countries aroun

28、d the world. they can obtain geographical, historical, social/cultural, economic, and political information from the countries in which the target language is spoken. students can read web versions of daily newspapers and same-day news reports from sources such as voa, 5151english and so on. such ex

29、periences can allow learners to participate in the culture of the target language, which in turn can enable them to further learn how cultural background influences one's view of the world. the internet also serves as a medium for experiencing and presenting creative works. while students can go

30、 over the information on the net, they can also use it as a platform for their own work such as essays, poetry, or stories. numerous public schools, for example, are making use of the world wide web for publishing student work that can be accessed by other web users. students therefore become not on

31、ly consumers of content, but in fact generate the content. as mike (1996) describes, the use of the internet has also been shown to promote higher order thinking skills. a language teacher, for example, may instruct learners to search for specific information. searching the web requires logic skills

32、. once information has been obtained, the results must be reviewed which requires scanning, discarding, and evaluative judgment on part of the learner. the information must be put together to make a complete and coherent whole that entails the synthesis process. such an endeavor permits students to

33、practice reading skills and strategies. the internet also promotes literacy for authentic purposes, as stated previously. in addition to being a supplement to reading materials, especially current information, when students are exploring the net, they are essentially exploring the real world. such b

34、rowsing or exploration can also lead to incidental learning as they encounter a variety of information in this way. communication with native speakers furthers literacy development for authentic purposes, enables language learners to compare student perspectives on an issue, and allows them to pract

35、ice specific skills such as negotiating, persuading, clarifying meaning, requesting information, and engaging in true-life, authentic discussion. promotion of literacy also occurs within a social context. the interaction that results from the above situations can lead to cooperative projects and inc

36、reased communication between students from all over the world, in turn leading to the development of social skills. finally, the use of the internet can promote computer skills and the technical and conceptual experiences of using a computer. lastly, the internet provides supplementary language acti

37、vities that can provide students with additional practice in specific areas of language learning. these include reading tests and comprehension questions, grammar exercises, pronunciation exercises possible through the available multimedia capabilities, cloze tests, vocabulary exercises, and so fort

38、h. students can search the web for such sites, or teachers may recommend specific sites on the web. published lists are also available from various sources. for example, paramskas (1993) offers a list of sites for both language teachers and language learners, some of which relate to issues of langua

39、ge learning, others that use language as a medium for discussion of culture or current affairs, and others that assist in locating native speakers.iii. the effects of multimedia on language learninginvestigations of language learning through the use of multimedia report learning-gains in a variety o

40、f knowledge and skill areas. the use of video has been found to develop grammar and listening skills effectively. it has also been found to have added affective and attentional advantages. studies into the effects of subtitles also report gains. the use of subtitles raises the question as to whether

41、 learners are reading, listening or doing both either simultaneously or alternatively. if they are just reading then such a provision could be argued to be distracting from any development of the listening skill. the effects of computer feedback also have been shown to be positive. it appears that t

42、he use of video, tasks, subtitles and of feedback, when used outside of the multimedia environment, positively enhances comprehension. brett investigated listening performance in a computer-based multimedia environment, comparing learner success rates on comprehension and language recall tasks while

43、 using the three different input options of audio, video with pen and article and multimedia. results on the exact same tasks showed more effective comprehension and recall while using multimedia than the other media. the reason proposed were efficiency of delivery with all the media for input and l

44、earning tasks in one place, together with the supportive nature of on-going feedback in guiding learners to the correct understandings of the message and into the constant monitoring of the understandings of the message. multimedia as a useful language-learning environment can also provide opportuni

45、ties for the learners to have interactive negotiations. this multimedia and negotiated interaction of english acquisition can underpin the potential of multimedia and doughty has outlined the link with multimedia. language input is a prerequisite of acquisition. it is comprehensible input that provi

46、des the richest source of language for acquisition and it is the process of the negotiation of comprehensibility that facilitates acquisition. researchers such as hutch and long noted that instructional moves such as clarifying, checking, repairing and confirming meanings all developed mutual unders

47、tanding. it is the use of these strategies, which, as is supposed, facilitates the comprehension of input and therefore acquisition. pica has further suggested that the relationship of negotiation and language acquisition. negotiation during interaction affords access to language forms, and it is th

48、is access to form that then in turn leads to comprehension. multimedia may provide an environment rich in opportunities for learners to negotiate their understanding.iv. how to make full use of internet to assist english learning4.1 internet and language learningjosu sierra (1997) says we saw some o

49、f the capabilities of the internet in the field of language learning. we took a look at the pedagogical possibilities of e-mail, web sites, chat sessions or video conferencing. we specifically quoted muehleisens reasons (muehleisen, 1997) for using the internet in the language classroom:the use of t

50、he computer for language learning is very motivating.the internet puts the language being learned in an international context.projects based on the internet are interactive.it is increasingly easier to use the internet.4.2 e-mail as instructional or learning toolbruce cohen says, “e-mail is the kill

51、er application on the net, and will continue to be so because e-mail is the unifying force of the global village. without e-mail, the wired world would untangle and wither.” (1998:6)by using computers, students become better problem solvers and better communicators. over a network, using e-mail and

52、sharing files, students have the chance to collaborate and work together with other classmates, peers, and teachers. networking electronically can help learners create, analyze, and produce information and ideas more easily and efficiently. networking people "puts an inspiring, enticing, and us

53、able set of tools within reach of the mass of computer users, empowering them to go beyond simply processing information to repurpose, design, publish, and express" (mello, 1996). through this increased electronic access to the world around them, students' social awareness and confidence in

54、creases. networking frees them from the limitations of traditional writing tools that often inhibit and restrict writing processes. learning is then transformed from a traditional passive-listening exercise to an experience of discovery, exploration, and excitement. students can begin to realize the

55、ir full potential when they are empowered to contribute and collaborate as a team to accomplish their writing tasks more effectively.using e-mail in a writing class can occur over any kind of network as long as workstations with e-mail software are readily available to the students. this could be in

56、 a lab, over a campus network, or across the internet. there are many reasons why using e-mail is advantageous for the student and the teacher in the writing class.first, by using e-mail in the writing class students became familiar with a communication tool that is vital to their survival in the 21

57、st century. what was once considered a fad is new becoming the communication tool of choice of many white-collar workers in industrialized countries? in the world of business, education, politics, and technology, electronic mail is quickly taking the place of voice, paper, and fax communication. emp

58、loyers will require this vital skill for their employees of today and tomorrow.second, a teacher can interact with a student or a group of students working on a project at times that are more convenient to the student, group, and the teacher. the vital interaction and feedback takes place between a teacher and student