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題 名 | Incorporating CALL into the CLT Paradigm=談電腦輔助語言學習融入溝通式教學法 |
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作 者 | 朱秀瑜; | 書刊名 | 明志學報 |
卷 期 | 37:2 民95.01 |
頁 次 | 頁61-69 |
分類號 | 521.535 |
關鍵詞 | 電腦輔助語言學習; 溝通式教學法; 外語教育; CALL; CLT; Paradigm shift; Second language education; |
語 文 | 英文(English) |
中文摘要 | 本文回顧了電腦輔助語言學習(CALL)與溝通式教學法(CLT)的部分重要文獻,並探討將電腦輔助語言學習融入溝通式教學法的現況。隨著過去三十年來電腦技術的快速發展,電腦輔助語言學習已被廣泛地應用在現今的語言教室之中。而既然溝通式教學法在當今的外語教學法上已蔚為主要潮流,自然無法不將電腦輔助語言學習與溝通式教學法相提並論。本文採用Bax (2003)的意見,將電腦輔助語言學習的發展劃分成三個時期,即限制期(Restricted CALL)、開放期(Open CALL) 及整合期(Integrated CALL)。本文將就開放期(即目前所處時期)討論電腦輔助語言學習是如何融入溝通式教學法。而溝通式教學法的架構則包括外語教學迄今的八大變化,即(一)學習者自學;(二)學習的社會性;(三)課程統整;(四)著重意義;(五)學習者的多樣性;(六)思考技巧;(七)另類評量;(八)教師即共同學習者。 |
英文摘要 | This paper reviews some of the important literature on Computer Assisted Language Learning(CALL) and the Communicative Language Teaching(CLT) and investigates how CALL can be incorporated into the CLT paradigm. As CLT is viewed as a paradigm shift in the second languae education, it is hard not to connect the use of computer technology to this new paradigm, since CALL has been evolving rapidly in the past 30 years and is applied in most language classrooms nowadays. Instead of dividing the history of CALL into Warschauer and Healey's (1998) three phases, this paper adopts Bax's (2003) three phases of CALL--Restricted CALL, Open CALL, and Integrated CALL, of which Open CALL will be fully discussed. The CLT paradigm, as outlined by Jacobs & Farrell (2003), is a framework highlighting the eight changes in the second language education--(1)learner autonomy; (2) social nature of learning; (3) curricular integration; (4) focus on meaning; (5) diversity; (6) thinking skills; (7) alternative assessment; (8) teachers as co-learners. Based on the eight major changes, Open CALL will be investigated through each of these categories. |
本系統中英文摘要資訊取自各篇刊載內容。