信息技術、多媒體與外語教學 -基本概念及理論,梁茂成 中國外語教育研究中心,主要內(nèi)容,信息技術與多媒體 外語教學中的多媒體為什么？,外語教學中的信息技術過去 外語教學中的信息技術現(xiàn)在 計算機輔助外語學習總體原則,信息技術與多媒體,According to the Information Technology Association of America (ITAA):,Information Technology (IT) is “the study, design, development, implementation, support or management of computer-based information systems, particularly software applications and computer hardware.”,信息技術與多媒體,IT deals with the use of electronic computers and computer software to convert, store, protect, process, transmit, and securely retrieve information.,信息技術與多媒體,Information technology (IT), or “infotech”, is now an umbrella term covering many fields, describing any technology that helps to produce, manipulate, store, communicate, and/or disseminate computer-based information. Presumably, when speaking of Information Technology as a whole, it is noted that the use of computers and information are associated. Ours is an information age, and an age of IT.,信息技術與多媒體,Forms of information: More traditional forms of information; Electronic (computer-based) information (media) Text Images Animations Audio Visual,信息技術與多媒體,Multimedia is media and content that uses a combination of different content forms. Multimedia can be used as a noun: - a medium with multiple content forms, or Multimedia can be used as an adjective: - describing a medium as having multiple content forms.,信息技術與多媒體,Multimedia is a term used in contrast to media which only use traditional forms of printed or hand-produced material. Multimedia includes a combination of text, audio, still images, animations, video, and interactivity content forms. The Internet (based on WEB 2.0), with its hypertext pages, can handle multimedia exceptionally well.,信息技術與多媒體,我們所說的“信息技術” 我們所理解的“多媒體”,外語教學中的多媒體為什么？,心理學基礎： 研究表明，人們只能夠記住20%所看到的東西；對于他們所聽到的東西，常常也只能記住40%，而對于那些既能看到、又能聽到、同時又能夠直接動手做的事情，人們則常?？梢杂涀?5%或更多（Lindstrom 1994）。,外語教學中的多媒體為什么？,心理學基礎： 大量的實驗證實，人類從外界獲得的信息中，1%是通過味覺，1.5%是通過觸覺，3.5%是通過嗅覺，11%是通過聽覺，83%是通過視覺（Treicher 1967）。,外語教學中的多媒體為什么？,心理學基礎： 由此可見，多種感覺器官并用，有利于我們接受信息； 視覺和聽覺是我們接受信息最主要的感覺器官。,外語教學中的多媒體為什么？,外語教學理論基礎： 交際教學法（the communicative approach） 建構主義（Constructivism）； 認知風格（cognitive styles）； 學習動機（motivation）等。,Thanks.,外語教學中的信息技術過去,The language laboratory in the Behaviorist period (1960s -): the teaching machine,The latest language teaching technology became synonymous with the latest language teaching pedagogy. What mattered most was technology and not pedagogy. Advances in computer hardware and software ignored advances in language pedagogy and SLA theories.,外語教學中的信息技術過去,Underwood (1984: 33),“This technology will revolutionise the teaching of foreign languages; it will bring pedagogy up to date with technology.” “Finally we have a means for true indivisualised practice: one-to-one, self paced, without need for supervision. Students can practice what they want, whenever they want, for as long as they want.” “These devices will do all the things the teacher has neither the time nor the inclination to do; at last we can take drill out of the classroom.”,外語教學中的信息技術過去,CALL research in the late 1980s and the 1990s found:,Technology on its own is not the panacea for foreign language pedagogy; Efficient foreign language pedagogy is only possible if it is grounded on sound theoretical foreign language pedagogy.,外語教學中的信息技術現(xiàn)在,The communicative approach, its principles:,Communicative competence; Meaningful practice rather than mechanical practice; Use of the target language; Implicit grammar; Modeling instead of correcting; Low-anxiety atmosphere; ,外語教學中的信息技術現(xiàn)在,The communicative CALL (Underwood 1984):,Activities will focus on acquisition practice (using forms to communicate) rather than learning practice (forms themselves); Grammar will always be implicit (built into the lesson or activity), though explicit grammar explanation will be available on a call-up basis; Activities should require students to take a creative action in the target language (or to produce a response based on comprehension of an utterance) rather than manipulating prefabricated language;,外語教學中的信息技術現(xiàn)在,The communicative CALL (Underwood 1984):,Activity feedback will not aim at correcting or evaluating each response: “raise expectations for competence in communication”; Activity feedback will avoid telling students incorrect answers just as “wrong”: provide help and give hints; Activities and instructions should be written in the target language;,外語教學中的信息技術現(xiàn)在,The communicative CALL (Underwood 1984):,CALL activities should be flexible, not based on the principle that every stimulus has one and only response; CALL activities should allow students to explore the subject matter. An environment should be provided where discoveries can be made. CALL activities should create a context in which using the target language feels natural;,外語教學中的信息技術現(xiàn)在,The communicative CALL (Underwood 1984):,CALL software is not an electronic book (CALL activities will aim at doing things books cannot); CALL software should be fun and attractive (try to avoid drill exercises).,計算機輔助外語學習總體原則,CALL is not an issue separate from other forms of language teaching and learning;,General guidelines for CALL tasks: technology or pedagogy? 參照Bangs & Cantos (2004),計算機輔助外語學習總體原則,CALL should put the learner at the center of the process;,計算機輔助外語學習總體原則,CALL exists for learners, not teachers;,計算機輔助外語學習總體原則,CALL should be adaptive;,計算機輔助外語學習總體原則,CALL should harness technology, not serve it;,計算機輔助外語學習總體原則,CALL should engage and motivate the learner;,計算機輔助外語學習總體原則,CALL should respond to research;,計算機輔助外語學習總體原則,CALL should be focused;,計算機輔助外語學習總體原則,CALL should respond to a pedagogic need;,計算機輔助外語學習總體原則,CALL should help learners learn better.,Thanks.,