论文总字数：32378字

摘 要

随着科学技术的迅速发展，多媒体辅助外语教学已经成为目前外语界的焦点之一。如何有效利用多媒体网络资源构建现代教学模式，使科学技术与课堂教学有机结合是一个迫切需要探究的问题。同时英语新课程标准也提倡教师要学会广泛地使用多媒体设备和网络资源进行辅助教学，探索新的教学模式，以提高课堂教学效率。本文依据英语新课程改革的观念和多媒体网络技术所具备的优势，联系初中英语教学的经验和相关语言学理论，构建了多媒体网络辅助下的初中英语阅读教学模式。本文结合中学英语阅读教学实践，从理论基础、教学目标、模式的操作程序、教学策略以及模式建构的思路这五个方面具体阐述了这种教学模式。

关键词：多媒体辅助外语教学；多媒体网络；阅读教学

Contents

1. Introduction 1

2. Literature Review 2

2.1 Domestic Research Status about MCALL 2

2.2 International Research Status about MCALL 2

2.3 Researches on English Reading Teaching Mode via MCALL 3

3. The Construction of English Reading Teaching Mode via Multimedia and Internet in Junior School 4

3.1 The Idea for the Construction of the Mode 4

3.2 The Elements of the Mode 4

4. Application of the English Reading Teaching Mode via Multimedia and Internet in Junior School 7

4.1 Implementing Procedures 7

4.2 Existing Problems when Implementing 9

5. Conclusion ......11

Works Cited 13

1. Introduction

Nowadays, English is more and more important and has become a main subject for students. Nevertheless, for a long time, the method taken by teachers most is the traditional one in which the teacher dispenses knowledge and students passively receive it. It fundamentally restricts the efficiency and even effect of teaching and learning. It is said by professor Liu Runqing that the teachers should change their teaching concept from teaching language to teaching students how to use English as a tool (Liu Runqing, 2002). It"s an era of information in the 21 century. Fortunately, with the advanced technology in teaching springing up, the multimedia computer-assisted language learning and network technology, which I believe, will become an inevitable trend to the progress of foreign language teaching. That integrating multimedia and network technology with language teaching benefits the students most.

Besides, modern educational technology has got further developed in the educational practice. So obviously, we have entered a new information era in which the links between technologies and TEFL (Teaching English as a Foreign Language) have already been established. Many schools in China have used the multimedia to assist English teaching in almost every part, and most students and teachers found that multimedia fills in English classes with vitality. Although there are a wide array of papers about the model of reading teaching, the number of studies on the use of multimedia computer in reading teaching is smaller. In addition, most of the studies just stay on an early stage, which are lacking systematic researches.

Thus, based on the understanding above, this paper aims on how to utilize multimedia computer to optimize the English reading teaching in junior school for further discussion. Then this paper is on the basis of the current new English curriculum standards, and combines advantages between the traditional classroom teaching mode and network teaching. With the intent to broaden students’ knowledge, the paper constructs an English reading teaching mode in junior school with multimedia and internet under the guidance of modern education thought and education theory.

The paper first represents the idea for the construction of this mode, and then introduces the mode in detail. Finally, the author introduces the application of this mode and finds the existing problems when implementing. In a word, according to the actual English reading teaching in junior school, advantages of existing modes and teaching experience of English teachers, the paper forms the English extended reading teaching model assisted by multimedia in junior school, which is under the guidance of Krashen’s input hypothesis theory and Swinna’s output hypothesis.

2. Literature Review

Now, linguistics widely adopts the decision made in Toronto TESOL plenum that uses CALL (computer-assisted language learning) to refer to all kinds of language learning and teaching which use multimedia in general.

2.1 Domestic Research Status about MCALL

Our country began the research of multimedia computer-assisted language learning (MCALL) in the early 1970s. And it rapidly developed in the late 1980s and the early 90s. Although our country’s MCALL is only placed in the medium level currently. I believe, with the development of Chinese comprehensive strength, it has a bright prospect. The Minister of Education pointed out in 2000 that as the same of promoting information technology, we also need apply information technology to miscellaneous subjects teaching. English curriculum standard of junior school states that we should sufficiently make use of information technology and internet. Varieties of resources we can search on the internet provide abundant resources for English teaching. Moreover, students can choose the learning materials and ways in accordance with their own needs by using computers or internet. Besides, this will make it possible for students to share their learning materials and help each other through computer or internet.

2.2 International Research Status about MCALL

Multimedia computer-assisted language learning has become an important part of applying computer technology to the education sector. Historically, the multimedia computer-assisted language learning developed along two different clues, one of which dates back to the end of the 19^th century. At that time, a teaching model combining vision and audition began to appear, and then, it became popular during the 1950s. There were numerous good audio-visual resources for foreign language learning, such as “Walter and Conie”, “On We Go”, “Enfranchise” and so on. The other clue of multimedia computer-assisted originates from 1950s.People began to attempt to apply computer technology to education. For example, they conducted some experiments for programmed instruction by Skinner. Nonetheless, it has not been very effective. That is because technical conditions at that time could not offer students as much information as today. What is more important may be that education at that time overcame students" initiativeness and creativeness for learning. Fortunately, the lucubration of the pedagogy and psychology creates a chance for multimedia computer-assisted language learning nowadays.

2.3 Researches on English Reading Teaching Mode via MCALL

As we can see from the relevant literature online, there are a lot of researches about English teaching via MCALL, whose contents mainly focus on advantages of MCALL, methods to improve English reading ability via MCALL and so on. However, researches on English reading teaching mode via MCALL, especially English reading teaching mode in junior school are very limited. We can find that most previous studies about this theme are not comprehensive. Thus it can be seen that multimedia assisted English reading teaching in junior school also lacks systematic discussion. Foreigners insist that Internet is an important tool when it comes to foster students’ literacy and cross-cultural communication. Among the literature I searched, many papers researching on Internet and English reading teaching, most of which mainly concentrate on advantages of MCALL. Existing literature shows that in general it is still lack of models and guiding principles which are based on theory or experiment results. From Language Learning and Technology and the Computer Assisted Language Instruction Consortium, we can only find two reading teaching mode via MCALL. They are task-based reading teaching mode and project-based reading teaching mode.

It can be seen from the literature analysis above that applying MCALL to English teaching reform has become a significant research field in current English teaching reform.

3. The Construction of English Reading Teaching Mode via MCALL in Junior School

3.1 The Idea for the Construction of the Mode

The paper aims to construct an English reading teaching mode dominated by teachers and fully exerting students’ principal action in junior school, which should not only be able to stimulate students’ interests in reading and cultivate their comprehensive reading ability, but also can expand their knowledge and learn more western culture knowledge to help them to form the cross-cultural awareness.On the basis of what we discuss above, I believe, it can exercise student’s ability of comprehensive application language, independent learning ability and collaborative learning ability in order to overcome the drawbacks in the traditional English reading teaching. Then they can meet the new demands of the new curriculum standard in middle school reading teaching. There are abundant sharing resources providing for students, which can broaden their knowledge.

Although internet has its specific advantages in reading teaching, there are also certain deficiencies. For example, students may be disorientated in internet, and lack of effective communication. While traditional teaching method can just make up for these deficiencies.

Based on the consideration above, this paper constructs an English reading teaching mode. In this model, teachers should use internet resources to arouse students’ interests in reading and guide students actively to participate in reading driven by task activities.

3.2 The Elements of the Mode

3.2.1 Theoretical basis

A view of linguistics argues that input and output of language mutually promote and interwoven in foreign language learning. Therefore, input and output of language are equally important and indispensable. Among learning theories in language input and output, the more influential and representative are the language input hypothesis of Krashen and the language output hypothesis of Swinna.

The famous language educationist Krashen believes that in the process of language acquisition, teachers should provide enough comprehensible language input for students. Based on Krashen’s input hypothesis, we consider that in the teaching process, we should provide comprehensible input for the students to create a favorable environment for language learning. With the help of modern multimedia technology and network technology we can increase the intelligibility of speech, such as the use of movies, TV news, cartoons and online learning resources which are the multi-dimensional information containing voice, image, video and the language for inputting language knowledge. This source of information with vivid image, voice and words can strengthen the sensory stimulation and increase the amount of information input, so as to stimulate students’ interest in learning and mobilize the enthusiasm, initiative of learning for improving the learning efficiency, which is a necessary condition and key for language learning.

Swinna thinks that language output also has a significant role in the process of language acquisition. Based on language output hypothesis theory of Swinna, we believe that in the process of English teaching, teachers should provide interesting, comprehensible and sufficient language input for students and also properly arrange students to carry out various forms of language output activities such as talking about pictures, retelling, role playing, dialoguing, group discussing, and debating. With modern network technology, we can let the students take part in some real language output activities. For example, they can make students directly communicate with English foreigners through BBS or e-mail. It can not only make students access to authentic and specification English to facilitate language learning, but also conducive to the correct grasp of the language.

3.2.2 Instructional objectives

On the one hand, it can arouse and elicit the reading interests of students to broaden their knowledge and cultivate cross-cultural awareness. On the other hand, it should improve students’ reading and comprehension abilities, and the abilities of comprehensive application language.

3.2.3 Instructional procedures

Each kind of teaching mode has its specific operation program of teaching activities, which can make teachers understand a series of specific issues such as what to do first, what to do after and the main practices of each step they complete. The establishment of operation sequence of each teaching mode is based on certain basic idea. The basic idea in this paper is the teachers act as the dominant role, the students act as the principal role, the activities act as the main line and the network acts as the main tool of learning to cultivate students’ interest in reading, expand their knowledge and exert the initiative and enthusiasm of students. Not only does the whole learning process of students relate to the expansion of knowledge, but also it includes the expansion of capacity. According to the aforementioned idea, the operating procedures constructed by the paper are as follows:

Step1. Setting the situation to stimulate students’ interests on the new curriculum.

Step 2. Showing the task and guiding the learning method to students.

Step 3. Letting students use the network and read independently.

Step 4. Coordinating, communicating and reporting results.

Step 5. Summarizing the feedback, consolidating and transferring.

3.2.4 Instructional strategies

The teaching strategy is the general consideration of these factors such as procedure, method, form and media in adopted teaching activities for achieving the specific objectives. The core of the teaching mode is the “expansion”, which makes students truly achieve the expansion of knowledge and ability. First we need to stimulate students’ will and interests to actively participate in learning. The selection of reading materials should accord with the students’ cognitive level and should be extended in depth and breadth to involve western cultural knowledge as much as possible. At the same time, teachers should design the learning task to make the students driven by the task to read something with the goal and direction. In the process of completing the task, we should culture the collaborative learning ability and the comprehensive application language ability of students. On the basis of the ideas I have mentioned, the paper designs several teaching strategies for the teaching mode:

1.The strategy of situation creation

2. The strategy of choosing reading materials. For the choice of reading materials, for one thing, we should consider the interest, hobby and cognitive level of students. Materials should be close to students’ learning and life reality and have moderate difficulty, and we also should take the unity of knowledge and interest to stimulate students’ desire of reading into account. For another, according to the theme of the teaching content, the selection of reading materials should be developed in depth and breadth.

3. The strategy of task driven. According to the theme of teaching content, teaching objectives and the actual situation, the teachers design different types of activities. For example, after reading a material, we can let the students retell or answer questions; or we discuss a topic to express our own views; or we revolve the text contents to role-play and simulative interviews, etc.

4. The strategy of consolidating and transferring. The teacher can let the students properly classify and summarize these phrases with the same concept, so that students can deepen the impression of similar knowledge to flexibly learn in the future. They can also associate the knowledge with the original knowledge and experience to consolidate the purpose of learning, such as drawing inferences about other cases from one instance.

4. Application of the English Reading Teaching Mode via Multimedia and Internet in Junior School

4.1 Implementing Procedures

It mainly includes the following steps:

Step 1: Setting the situation to stimulate students’ interest on the new curriculum. To create situation is an effective way in motivating students’ interests in learning. There are many methods of creating situation, such as interactions between students and teachers,making sentences according to the pictures or playing the PPT and so on. Teachers can start their new lessons when students’ interests are stimulated.

Step 2. Showing the task and guiding the learning method to students. After introducing the contents and learning objectives of the new lesson, teachers should present the learning tasks in this lesson. The target of this step is to make students read with certain purpose. If so, they can actively search some key information to quickly read. Afterwards presenting learning tasks, teachers need further elaborate how to solve the problems in learning, whose aim is to guarantee the internet activities going on smoothly.

Step 3. Letting students use the network and read independently. On the premise that we ensure learning tasks and demands, students search resources related to the task topic to autonomously read with internet. Students can choose different reading methods, such as scanning or close reading, for different tasks. Scanning is to foster students’ abilities to get the specified information quickly, while close reading aims to let students acquire language knowledge during reading. There is still one thing should be concerned, teachers should first sift the resources we need in order to save time and avoid temptation on the internet. For instance, teachers can provide some good websites for students to let them search and read on a very small scale.

Step 4. Coordinating, communicating and reporting results. After autonomous reading, students begin to exchange and communicate with their partners to accomplish the learning task. Then teachers select some groups randomly to report results. They can choose speaking or writing as the form of reporting. Both oral report and discussion on BBS are designed to develop students abilities of using language knowledge flexibly. Not only can it strengthen the knowledge in reading, but also it can exercise students comprehensive language application abilities.

Step 5. Summarizing the feedback, consolidating and transferring. Teachers summarize and comment according to the students’ report. Teachers can praise students’ good parts and point out the existing problems. What’ more, teachers need distribute homework to consolidate and transfer what students’ learned in class.

4.2 Existing Problems when Implementing

In this part, the author will find the problems when implementing through a teaching case, which is conducted by an English teacher named Wei Xiaohong during my internship in Nanjing No.12 Middle School. And the lesson implemented in Class 11, Grade 7.

This chapter analyzes the evaluation of the case from two aspects including the questionnaire survey among students (appendix) and after-class interview with teachers. Note that instead of trying to make a universal conclusion of this mode, the research results of this chapter aim at finding out some problems in the implementation of the mode and providing reference for follow-up research work.

4.2.1 Result analysis of the questionnaire survey

It can be seen from the results of questionnaire survey that most students preferred the English reaching mode in multimedia environment (Q1,Q2,Q3). 80% of them believed that the abundant learning resources on the internet could arouse their interest in reading, broaden their scope of knowledge, and help them learn more western cultural knowledge (Q4,Q8). 65% of them held that driven by task activity, they had definite learning goal and improved learning initiative (Q5,Q6). More than half of them agreed to English learning with the help of multimedia. Because it contributed to training their abilities of independent learning, abilities of collaborative learning, abilities of using information technology, along with abilities of expanding vocabulary. It can also improve listening, speaking and writing skills (Q9,Q10,Q11,Q12). 65.3% of them thought that they harvested a lot from this class and hoped that teachers would often develop English learning in multimedia and network environment (Q14,Q15).

Some students also simultaneously indicated that they were sometimes attracted by irrelevant information. Some students even complained that computer or internet sometimes didn’t work, which influenced their learning process. All these results shows there are certain deficiencies in teaching mode via multimedia and internet. Only if we overcome these shortcomings in future implementation can we achieve better study effect.

4.2.2 After-class interview

After class, the author had an interview with teacher Wei, from which we can see that the primary teaching objectives had achieved. Driven by learning task, students could actively participate in reading. They asked teachers for help when they were in troubles. They had the courage to report their ideas in discussion. However, the teacher also pointed out that students were sometimes absent-minded when they searched the resources. Compared with traditional teaching method, it has more difficulties. When asked the impressive feeling of the lesson, the teacher said instead of teaching knowledge, this mode concentrated on broadening students’ extended knowledge and cultural awareness. It is clear that it had more difficulties in using this teaching mode, including the process of selecting topic, searching resources, designing teaching plans and implementing because of lacking experience. But she thought that she really learned a lot during the process. At the same time, it gradually changed her teaching ideas and she would try this teaching mode more often in future.

5. Conclusion

Based on the results of classroom observation, questionnaire survey among students and after-class interview to teachers, conclusions for extended reading teaching mode of junior middle school English in multimedia and network classroom environment are reached as follows.First, it can arouse students’ interests in reading. In traditional English teaching mode, students are required to do large quantities of exercises so as to improve their reading skills. In that case, students read just for the aims of finishing the exercises. It is passive reading, which cannot attain the teaching objectives. Whereas, we can’t flinch from the assertion that in extended reading teaching mode, the application of multimedia technology offers info with pictures, texts and sound, rather than single texts, which contributes to stimulate students’ sense organs,attract their attention and motivate their interests. In the meantime, the more visualized and vivid reading materials presented by multiple media can help students understand materials more easily. According to the questionnaire survey among students, it can be found that 84.6% of students indicated that the abundant learning resources on the internet could arouse their interest in reading. The paper also presents the discovery from classroom observation that most students could actively participate in reading and then exchange, discuss and report task achievements with partners driven by the active classroom atmosphere and task activity,

Next, teachers’ teaching ideas are gradually changed. In comparison with traditional English teaching mode, extended reading teaching mode of English with the aid of multimedia requires teachers to set up a new teaching idea, i.e. students are subjects of learning activities and teachers are guides of teaching activities. To be specific, teachers are supposed to provide students with abundant learning resources and create an enriched and effective learning environment for them. Therefore, students can actively construct knowledge and learn how to learn in an equal, democratic and harmonious atmosphere. As for students, with the guidance of teachers and the help of internet, they should actively explore knowledge and take an active part in various activities. Furthermore, they are required to constantly improve their innovation spirit and practice ability by independent investigation, collaborative learning, task completion and success experience. The transformation of teachers’ teaching idea is of great importance to the reform of teaching mode. However, the change of teaching idea is not possibly accomplished in an action, but a gradual process. According to the after-class interview to teachers, it can be seen that teachers’ teaching idea is being gradually changed. But a process – a necessary stage, as far as I am concerned, is required. As curriculum reform continues to deepen and teachers’ specialization continues to develop, teachers will gradually establish a brand new teaching concept and devote themselves to the tide of curriculum reform for the purpose of fostering more innovative talents in line with the development of new era.

Given that this paper just puts forward the author’s views on the application of multimedia to English reading teaching. However, multimedia-based reading teaching mode this paper constructs of junior school English is just a primary teaching mode. Maybe some problems and defects are unavoidable in the course of research. That said further improvement is needed in future research and practice.

Works Cited

[1] Keith Cameron. “Review of CALL: Media,Design,Applications.” Language Learning ＆ Technology 2000 (4) : 2

[2] Klaus Brandl. “Integrating Internet-based reading material into the foreign language curriculum: from teacher-centered to student-centered approaches.” Language Learning ＆Teaching 2002 (6) : 3

[3] Krashen, S.D. Second Language Acquisition and Second Language Learning. Oxford: Pergamon Press, 1981

[4] Peter J. Yang. “Networked Multimedia and Foreign Language Education.” CALICO Journal 1998 (15) : 1-3

[5] Tricia, Hedge. Teaching And Learning in the Language Classroom. London: Oxford University Press, 1989

[6] 胡春洞，戴忠信. 《英语阅读论》. 南宁：广西教育出版社，1999

[7] 林立，杨传伟. 《英语学科教育学》. 北京：首都师范大学出版社, 2001.

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