Computer Assisted Language Teaching in College English Teaching

Abstract: A computer-assisted language teaching can provide students with more emotional material, creating vivid language learning environment. Computer Assisted Language Teaching shorten the time for students to understand, an increase of the classroom capacity, improve the quality of teaching will help to achieve the best teaching results. At the same time, the author also pointed out that computer-assisted language teaching in the college English classroom environment that exist in a number of issues, and propose countermeasures.
Keywords:: computer-assisted language teaching college English teaching

The 20th century produced a large number of new technologies and application times. Computer hardware and software Technology Development and improvement of foreign language teaching reform to bring about a turning point. With the deepening reform of higher education, using computer-assisted language teaching has become the Information age, the inevitable trend of higher Education reform, and its unique advantage of showing an unprecedented vitality.
1, based on constructivist theory, computer-assisted language teaching
Computer-assisted language teaching, namely, Computer Assisted LanguageLearning (CALL), the rise in the 20th century, the late 50s early 60s, the theory is based primarily on constructivist theory (Constructivism). Constructivist theory of educational psychology in today's new theories. Its core content is: Human knowledge is constructed by individuals, rather than delivered by others. Knowledge is not to be taught by teachers, but learners in certain contexts that the social and cultural context, with the help of other people (including teachers and learning partners) to help with the necessary learning materials, by way of construction of meaning obtained. The theory stresses the students in the learning process at the core of the teaching center from the teachers, learners move. Teachers should take full advantage of a wealth of teaching resources and flexible teaching methods to help students construct knowledge, to encourage students from "wanted me to learn" to "I want to study" changes.
Second, the advantages of computer-assisted language teaching
1. Our teachers and students have transformed the role of
In computer-assisted language teaching environment, the teacher's role from a purely linguistic knowledge into teaching to teach those organizers, learning mentors and teaching partner. In the teaching process, teachers not only to design the teaching mode and teaching tasks, but also to stimulate the motivation to mobilize the enthusiasm of the students, effective organization of student-centered classroom activities to give students greater autonomy, for students to provide the necessary guidance to enable students to learn how to learn and master of science learning strategies and learning methods, and cultivate their awareness of information collection, analysis, research, summary, induction, knowledge transfer capabilities. The students from passive recipients of knowledge into active participants in the learning process and knowledge of the active construction of those. In the learning process, students not only the language of positive recipients, but also to learn the subject, is an active creator.
2. To effectively improve the efficiency of student learning
Psychological Research shows that students from hearing the knowledge gained can remember 15%; from the visual access to knowledge, be able to remember 25%; If you use these two instruments will enable students to receive knowledge of the contents of 65%. Computer Assisted Language Teaching through voice, video, text, animation, integration of sensory stimulation to increase the students to make college English teaching has become figurative, three-dimensional, vivid-oriented, not only active in the student's thinking, easy to remember and understand the teaching contents Moreover, to allow students to learn and enthusiastic, flavored, and thus to stimulate the students a strong interest in learning English, triggering a strong thirst for knowledge of its greatly enhanced the efficiency of student learning.
3. To develop students self-learning ability
In computer-assisted language teaching environment, teachers provide students with personalized, collaborative, modular and hypertext-based multimedia courseware materials, students can follow their own interests, hobbies and needs, using existing knowledge structure, the external information for active choice, processing and handling, build a new knowledge of languages. This learning process is that students understand their own language level, clear learning objectives, the implementation of effective learning strategies, assessment of learning outcomes of the self-learning process, promote student self-learning ability.
4. Teaching is extremely rich in
The traditional college English teaching is the "black board tape recorders," the form of a single, the lack of vividness. The use of computer-assisted language teaching, teachers can select the pictures, sounds, video clips and other audio-visual material to enrich the content of English language teaching to enhance students interest in learning.
5. Computer-aided language teaching can provide timely feedback for teaching
Traditional teaching effectiveness feedback form long cycle, evaluation is not accurate, computer-assisted language teaching can be extremely fast, excellent to feedback, and solve the problem. Teachers can be designed to examine the subject in the network software, in need of feedback, the "authorization" to every student on the network, students receive a certain "authority" directly after the completion of the computer answer. Teachers can use the "teaching machine" time-line of any one student to monitor the process and correct answer rate, and then complete the examination questions of all students in an instant, quickly answer each question the correct rate, every person's right rate, the whole class the correct rate, and thus complete, accurate, and timely feedback to receive teaching effectiveness. Teachers again under different circumstances, be ready to take the appropriate measures of teaching to enhance teaching. Reposted elsewhere in the paper for free download
3, computer-assisted language teaching problems and improvement methods
Everything has pros and cons of development in terms of both computer-assisted language teaching in college English teaching as well. As English teachers, should pay attention to the use of the following questions:
1. To strengthen the training of college English teachers.
The use of computer-assisted language teaching, university English teacher put forward higher requirements. Teachers not only have a wealth of professional knowledge, but also possess a certain degree of computer operations capabilities, be able to use Authorware, Power Point and other courseware production software; to combine the teaching objectives and teaching content to choose appropriate teaching materials, and in accordance with their own students the practical to create courseware, it is necessary to highlight the teaching points, but also can not be divorced from teaching content.
2. To avoid the computer completely replace teachers, teachers should focus on the dominant position.
In computer-assisted language teaching, teachers should know how to control their own dominant position, to avoid being completely replaced by the computer. The machine after all, the machines can never replace the people. Regardless of the computer's functions and many powers, it is only an auxiliary means of teaching, teachers can not be over-reliance on computers in the classroom. If teachers are due to the lack of teaching Experience and stiff to play courseware, "according to machine Xuan Ke," the teacher becomes a "projectionist", "instructors" teaching also increase from the previous blackboard chalk into today's mouse plus keyboard, teachers will lose their dominant and can not truly play its due role in computer-assisted language teaching. Thus, in this new teaching model, teachers should strive to become powerful mentors and organizers. Teachers should start from the big screen for students to provide exquisite visual, rich and vivid English-speaking world, organizations in which the students traveling, access to information, and be guided in a timely manner, support students in language training.
3. To avoid the expense of the students subjectivity, emphasizing student-centered.
New teaching model focused students in the learning process to play a main role, emphasizing student-centered, which is in computer-assisted language teaching can not be ignored. Teaching in the classroom, if teachers have no control over the design and good teaching steps to the attention of the students will follow the mouse go, turn around the screen, a message that has not yet had time to absorb, the next information has been rushing toward us. Students do not have room for thinking, let alone take notes of. In the use of computer-assisted language teaching, the "equal emphasis on learning to teach" teaching philosophy is still very important. Teachers can use writing on the blackboard in a timely manner the transfer of student attention, so that students have time to think and take notes.
4. To strengthen the management of students.
Teachers should use of network resources for students to learn to give the necessary guidance, will be teaching objectives, textbooks, courseware tell the students to use in advance to prevent a small number of students and campus computer network that aided teaching tools for chat and play games. Of course, this also requires the campus network management portal for technical support and help. 4, Conclusion In summary, computer-assisted language teaching and have great advantages, but it is not able to completely replace the conventional classroom teaching. We should be more proficient to operate a variety of advanced educational tools to master modern science and educational theory, for students to create a suitable learning environment so that they can be a real English environment in the mining and play to their potential, thereby enhancing the integrated application of English capacity.
References:
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[2] HE Ke-resistant. Constructivism --- the theoretical basis for traditional teaching Innovation [J]. Audio-visual education research, 1997.
[3] Ji-Gang Cai, Shi-hing. The introduction of multimedia technology, reform the traditional teaching model [J]. Language sector, 2003. Reposted elsewhere in the paper for free download