论文部分内容阅读
引言随着多媒体计算机与全球网络的出现,机辅语言教学的巨大潜力已被广大语言教师认同,但如何发挥这一潜力却众口不一,笔者阅读了大量的国外机辅语言教学研究文献,联系国内教学实践,发现在以往的实践与研究中大体有两种趋势:技术中心论与辅助教学论。技术中心论忽略教学主体,过于强调新技术带来的便利条件,本末倒置,应当避免;辅助教学论忽视语言学习的独特性,把它与其他学科的学习混为一谈,也不足取。在批判继承前两种论点的基础上,结合机辅语言教学研究的最新成果,笔者提出了综合论,包括:(1)机辅语言教学应与课堂教学融为一体,不应只是课堂教学的补充或替代物;(2)
INTRODUCTION With the advent of multi-media computers and global networks, the great potential of machine-assisted language teaching has been recognized by many language teachers. However, how to play this potential is mixed. I read a large number of foreign- Contact domestic teaching practice, found in the past practice and research in general there are two trends: technology center theory and auxiliary teaching theory. On the other hand, the technical center ignores the main body of teaching and emphasizes the convenience brought by the new technology. It should be avoided in the end, so the auxiliary teaching theory neglects the uniqueness of language learning and confuses it with the learning of other disciplines. On the basis of criticizing the first two arguments of succession and combining with the latest achievements of machine-assisted language teaching research, the author puts forward a comprehensive theory which includes: (1) Machine-assisted language teaching should be integrated with classroom teaching and should not be just classroom teaching Supplement or substitute; (2)