计算机辅助教学手段在文化传递领域的运用.txt

udc : : : : 200311 2003 : : : 赥: 2003 : : 00 mmm.a.thesisss applieationofcallteehniquesinculturetransmission shuiwudi ibleofconten aeknowledgelllets abstrt listoftablesalldgraphs chapter1introdlletion 1.iciltl!ea!111:11gllage dellnitioll01u!tue 1.1.2definitioll()1langtlage 3relatiolsllipbetweelllaguagoaeqlisitionandeultur 2defleitsoftllewidelyemployedcultureteachingmhofo 1.3briefirodtiontothxperimeit ciapter2lite:atureroview 2akotoh.ofrntdourntlglhing.h!i 2.1.1tiora11.11r-trnsltioninothodortlitionlmhod -.-. 2!.2oiroet11ot!lod.-. 2.1.3ihoreadi19*11otllod 2 . 1.4lheaudiolitgual1etllod10 2.1.5audiovisualinethod 2.1.6comluieativeapprohl2 2.2sunnaryletltureteaellingteellniuesomployedintheeuropealeultuteaehingpraetic17 2.2.1creatingalautllentieelassroomenviroment18 2.2.2providingetlturalinformation8 2.2.3cultura!poblemsolvirlg19 224behaviot1andaffeetiveaspeets92020202121 r99 99nu2 l47jjjj ju44 944 2.2.5cogniliveapproaehes 2.2.6theroleof!iteureandthehumanities 2.2.7reallifeexposuretothetargeteulture 2.3comput(r-assistedlanguelearning(call) 2.3.idefinitionofcall 2.3.2throelhasesofcall chaer3experiment 3.1hypothesis 3.2subjects 3.3instruments 3.4methedsadoptedintheauthor5experiment 3.5dataeolleetionandanalysis 3.5.1thequestionnaire 35.2thepretest 3.5.3theprotest 3.6limitationsoftheexpertment ch.pr4c0nol.jon.;. lbliograhy appendix aeknowledgelcnts aeowlcdgnts thisthesiseouldnothavebeen6nishedwithoutthesupportofmyindividuals.firstand foremost1wouldliketothankmythesisadvisoassociateprof.jinn.heropennesstonew w5ofseeinganddoinghereonfidenceinmyabilityandl1eraiwayspromptandinsightl feedbaeksstainedandguidedalongandcllallengingproeess. 1woidlikeespeeiallytoaeknowledmydebttomyeolloagresandlnydearsttlderlt partieularlyassoeiateprof.gaowiwllogavesignicantlelpwitllnomaterialrewald.witllout themthisresearehwotldeertainlynothavebeenpossible. 1alnalsogratefultotllemanyindividtalswhoprovidedinvall!abteeliealassistan10119 tlewayas1struggledtomasterthetechnolobohihyperteandtllolernetingeneralalld thistllesisinpartieular. w1511toaeknowledgetllesupportofnlyspousche1ruiforlercllesseneourngelllcllt andsupportin50nanywaysbutnostofallforalwaysbeingthee. /abtrt ab5tret ithaslongbeenreeognizedthatlanguage15anessentialandimportantpartof agiveneultureandthattheimpactofcultureuponagivenlangue15something intrinsieandindispensable. chineseedueatorshavelongbeenawareoftheimportaneeofeulturein laguageaequisition.intheautumnof1980theglishlanguagedepartmentof beijingforeignlanguageinstituteprovidedher studentswiththeooursean introduetiontoeuropeanculture.sineethentheeourseanlntroduetionto europeanculture15providedforenglishmorinmostchinoseuniversities. howevertheteaehingreultsare1055oatisfying. reeentlyadvaneesineomputerteehnologyhvemotivatedteaehersto employeomputerteehniquesintheirdailyforeignlanguagepraetice. computerassistedlanguagelearning(call)isgainingimmnsepopularityin thefieldoltefl/teslbutthepotentialofthecallhasnotbeenfully exploredespeeiallyinthefieldofeulturetransmission. hencewiththehelpoftheauthor5honorabletutorasociateprofessor jinyantheauthordesignedanexperimenttoexami newhethertheintegrationof calltechniqueswhich15basedontheeommuni.tiveapproaeh15he1pfulinthe fie1d0feultureaequisition.theexperimentwaseredoutduringthe20022003 schoolyearalljuniorenglishmajors(sixtyone)oflanzhouuniversityof seieneeguagelsthehumanspec2linctmethwhichcanressthtsandwillsusing eodaystemproduceddiscretionallyi2) laguge15codesystelnofssingtht.ure1 lguagelsadofcoetencethespecialmehofhanbrai.m7) eaehofthesefigureselaboratesthenatoflangmtheirownspeetiveaspeetandhas revealedeertaineharaeteristiesoflanguagebnoneoftmhmadeaİtde6nitionoflanguage. neverthelessthankstoalltheendeavourstyhavemade:nowadaysweuetandlanguagebetter thaneverbefore.sciontitsandholarshaveenerallyroacdtheiragroementatleastinthefollowiog aspoctsoflauagenature(l)langu.prip;ipmudbyho.bointocounice another.(2)itiprimarilyspokalthoughitctradtoothormhaswriti.ifthetluti spokenmeansofeomlnunieation15unavailableasmaybethecaseanongthedeavisual!neanssuell:15 5ignlanguagebeused.(3)aprorninenteharaeteristieoflanguage15thattherelationbetweenandcaando 1inguistiesign englishthata itsneaning15arbitrary:there15norenotherthconventionanongspeakel501 shouldbeeaileddogandindeedotjlerlanageshavedirentnalnes(forexanple russiansobakajapaneseinu)(4)languageeanbeusedtodisoussawiroftopiesaellaracteistie thatdistinguislzesitfromanimaleommunieation.(5)lg.age15tlletoolofhuman5thinkillga:tlle earrierofeulture(andrewradford2000). 1.1.3relationsbipbetweenlanguageaequistionandcuure itaslongbeenreeognizedthatlanguage15anessentalandimportantpofagiveneultureandthat theimpactofeultureuponagivenlanguage15somethinginrinsieandindispensable.allen(loward culturalproeiency1985)says:priortothe19605theinesbetweenianguageandeultlllewere earefullydrawll.tlleprimaryreasonforsecondlanguageudyintlleearlierpartoftl15eenturywas aeeesstotllegreatliterarymasterpieeesofeivilization.withthedevclop:ntoftliosoejalseielecsw witnessedani;lereasedfoeusonthediseiinesofanthropand50010gyandalrewidespread understandi19ofeulture.thesixtieswerealsotheheightoftheaudioling1erainlangtlageteaclling andtlletimewllenbrooks(1968)enphasizedtlleilnportancoofculturelotforthestudyofliteratu:eblt forlanguagelearningassteele(1989)hasobeerved. intle197()sanemphasisonsociolinguistiesresultedingerempiisontlleeontextarldsituatioxl wheretllelzo flwouldbeused.culture5roleintheflandlzeurrieumgrewaldinfiuentialworks byseelye(1974)andlafayette(1975)appeared.theoommunicativeapproaeheventuallyrep!acedtlle audilingualmethodinmanyareasoftheworldandinderibingtheirfrmeworkforeomnunieativ eompeteneecanaleandswain(1980)ejaimedthatamorenaturalintegrationoflanguageande:lturc takesplacroughamorommunieativeroachthanughmoregromaticalxybasedaroaeh teaeher-orientedtext(hammerly1982;higgs1984:omaggio1986;rive:s1981)nowalsoincludeol detailedehaptersoneultureachingforthelzandflclassrenectingtheprevailinggoal: eommunieationwithintheeulturaleonxtofttargetlanguag . duringthe19805sterns(1983)majorworkreeognizedtheconceptsofsocietyinlanguage tehingandhisanotherpaper(1983)onthemultidnensionalflcurrieulu:nreeonmendeda foureomponentmodelthatiludedaeulturalsyllabus.seelye5originalworkwasrevised(1984)ar othermajorworksappearedconeerningculturelearninginlzandflcoltextspartieularlyforesiand eflineludingdamen(1987)robinson(1981)andvaldes(1986)ineuropeafocllsoncultural studiesdevel(pedinflteaehingasdeseribbybyram(l9)andmurphy(1988). inthe19905theeulturalsyllabushasbeensupportedytheresearchinthenationalcorefrencll study(flewlling1994;leblanc1990:lebancshotton1991)dhasalsobeensupportedbye:piriealreseareh(i3utes byram9. 1.2deneitsofthewidelyempdeultuaehgmby chineseedueatorshavelongbeenawareoftheimportaeofeultureinlaguageaequisition.irlthe autumnof1980theenglishlanguagedepartmentofbiogforeignlanguageinstituteprovidedle studentswitlltheeourseanintroduetiontoeuropeancultu.sineetllentheeoursea1ialtroduetio1 toeuropeanculture15providedforenglishmajorsinmostchin.seuniveiti. howevertheteaehingresu!tsarelesssatfying.thereareseveralreonsforthat:firsttl15eourse 15eoneernedwithawiderangeofknowled:11raturhtoryphilopseneeandteohnology arehiteeturepaintingandete.mostenglishteachersfamiliarwitllliteraturelzistoandeve1 philosophybuttheyarenotwellequippedwhotherkwldge.inordortosolvethisproblem50ne leeturesare11eldoceasionallneverthelesstlimitationisnt:t!leway15notsystematie.seeond theeourseboqkanintroduiontoeuropeancultueompibymr.ngzliangwhihiopted inmostuniveoitiesofchina151kofieraph.sditnotofferlimuoicinabookaswejl. 3iltd r11irdtllewid:!yappliedteaehingnetllodojogy15mainlyteheinstrueted.andfol:rtlltl:eteaeing lheilitiesarenotioleal:aelalkandablackboardarestilltheoyteaellillginstrumeltsavailable . 1heec 1t1511ardfoltlleteaehertogivehisieetuevividly. reeently;clvarleesi1eo11puterteellllologyhavenotivatedteaelle5toelllploycoznptlteteellniques 111tjleirdailyfoeiglllalgli:lgepraetiee. 1.3bricfintroluctiontotllcexperimellt conputeassistedlallguagelealing(call)tlleuseofaco11pute111theteachi19oxlearni.lgof aseeo:ldorfociglllanguage(huzlll.anglin2001)wasintrodueediltotllefieldofteslandtefi 51eetlle19605;aldit15gaininginlllensepopularityinthefieldoflefl/tesl.moreandinore edleato5arldcal:lersae:055tllewoldareembracingit(underwood1984).it15obviousthatlinks betwee1teellnologyandteil/teslilavealreadybeentablishedbttthepotentialoftllecall11asnot beenfltllyexploredespeeiatlyinthefieldofeulturetransmission. findingsno1:thesurveyonteehlologyandteaehingeuhurewlliehwascarriedoutbyzenamoore 1111998indieatcdtllatteaelleringeneral1lladeiittleuseofeompoterfaeilitiessuehastheworldwidewb andelllail.altllolghtlleteaellersnadeeolsiderableuseofvideo:naterialespeeiallyforeignfillnstllcy 1lladelittleuse()firteraetiverlediasllellascoromsandvideedisesevenwhenthese11atoxialswerepart 01eorllneciall)availableilstluetionallaekages. t1115tllesis15lzainlycolleernedwitlltlleexperimentapplieationofcallteehniquesixltlzeleld ofeultl!retrinslllissionwlliehwaseallicdoutinthe20022003sclloolycarwitlltlleleipoftlealtllor5 11orlorabletltox!iofessol!i1yall. tllisexpeilllelltexalllileswlletlletllejntegrationofcallteclllliques1511elpn1incliture aequisition.sixtyoneju:110englisll:11ajorsoflanzhouuniversityofseieneea;dlcl:ology participated.tlleyweredividedintotwogroups:experimentolassandeontrolelass.aprettaxlda posttestassessedlongterxllgainsinoveralloulturalknowl;aaqutnnaireanalyzedstudent pereeptionsofclrltl!rallear!1119. 4aofandorretiaefea chapter2literaturevi tlleoriesaboutthenatureoflanguageandaboutiorngandteaehingareusedtoderivetlleories aboutthewaylanguageshouldbetaught(richardsitisa11ainlybookorientedmetllodofworkingoutandlearningtllegra2211atiealsystexlloft!ic language thelanguage15presentedinsllortgrammaticalchaptersorlesso.lseaeleontaini19alewgranlza- pointsorruleswhieharesetoutandillustratedbyexamples.thegraz!1atiealfeaturestllatarefoesed uponinthecojrsebookandbytheteacherinhislessonarenotdisguisedorhiddenateellnieal granmatiealterninology15notavoed.thelearner15expeetedtosttdyandmenorizeapartieularrlie andexanples.nosystematieapproaeh15usuallymadetovoeabularyorallyotheraspeetoftllesecond language assunptionwasthatianguageeonsistsofwrittenwordsandofwo5whichexistinisolatiollas tllouglltheywereindividualbriekswhiehcouldbetranslatedonebyoneintotheirforeignequivalontsand thenassessedaccordingtogralnmaticalrulesintosentencesintheforeig1language.littleattention15paid 6askethofrecejt.d.tlagueahig totheeontent(ftextswlliellaretreatedasercisesingranlmacalanalysis. kelly(1969)haspointedoutthodisadvantagesofthismethod: a.thismethodgivespupilsthewrongideaofwtnageisandoftherelationshipbetwoe: languages.language15seenasacolleetionorwordswhiohareisolatedaodi.pendentatheremustbe acorrespondingwordinthenativetongueforeachforeignwordhelearns. b.lowtranslationstandardeausedbygrammatiealtoeiqueswhiehrcelearnertodedueefi senteneesbyseleetingfromamultiplicityofrulesandexc.ptionsandindividualizedwolds.inevitabl thatlanguagelearningproeessshouldfalldown. c.deplorab!etoassumethatlanguage15onlyacquredtllrouglltranslatio1skillsandtllisatt!le expenseoforalskills(imaginedisasterineomprehensiveh15withrnixedilityelasses) d.thewo: steffeetoftl:ismethod15onpupilsnotivaiion.beeause(s)hecannotsuceeedleadsto frustrationboredomandindiseipline.evenamongmoreablepupilswllomaybeabletoaellievea11igller levelofsueeessthere15feelingthatthis15allthere15tolanguaglearning.notarewardilzgorsatisfying aetivity.languagelearningshouldbefunandbringsomejoyaodpridei;1aohievenentwithit. inspiteofthevirulentattacksthatreformersmadethegrmmartranslationortraditionanethodlas inaintaineditselfrelnarkablywe!1.thefirstlguageasareneesystem15indeedveryilnpantfo tlleseeondlguagelearner(stern1992).tiereforetralationi:neformoranot!ert!er erosslingualtecllniqueseanplayaeertainpartinlangualearnng. 2.1.2dictmethod historieallythelanguagetehingreformsfrom1850toloparticulolyineuropeatte:nptedto inakelanguagetehingmoreeffeetivebyariealehanmgramrnartration.varioustllods weredevelopedduringthisporiodattestingtotheneisntentwhthprevailingtheand practioe.butnonoofthesemethodstaintrpopularitylg_thointetinthemsoondiesout.tlle proposedreformswentunderavarietyofnames:reformmeodnaturalmethodpsyehologiealrerep nemethodphoneticmethodete.butthemostpersistentterntodeseribethevariousfeaturesof approachesinlanguageteachingwasthetermditmetiod. thebasiepreniseofthedireetmethodwasthatseeondlanguagelearningshouldbezlorolike languagelearning.themethodwouldncludelotsoforalinteractionsnol5uscoflanage!10 translationbetweenfirstandseeondlanguagesandlittleornoanaiysisofgram.arrules. herearetheprinciples0fthedireetinethod(jesperin1904): ci51oominstruetionwaseonduetedexelusivelyiiulelangue. onlyeverydayvoeabulandsenteneesweretaught. oral(:om:nunieationskillswerebitupinafullytradedproessionorganizedarolnd questionsandanswerexchangesbetweenteaehersastudentsinsallintensiveclasses. gramlnarwastaughtinduetively newteachingpointsweretaughtthroughmodelingdpractiee coneretevoeabularywastaughtthroughdemonstrationobjeetsapiures;abstract vocabljlarywastaughtthroughassoeiationofideas. bothspeeehandlistenieonprehensionweretaught correetpronunciationandgrammarwereemphasid thedireetmethodwasthefirstofthemethodsinwhhtheimptoseamebothfronthe inventivenessoafewpraetitionersandfromtheeritiealdtheoretiealtughtaboutthenatureof languageandlanlearningofafewlinguistieseholashassweetavitor.thedireetmetl wasalsoafirstattempttomaketh.langualearningsituationooflanggouoeandtotrainth.leaner toabandonthefirstlanguageastheframeofreferen.itdinventivene5onthepartofteaehers andledtothedevelopmentofnewnontranolationaltoehniqulguaginttiontheuseofatext 8asabasisoflanguelearningdemonstrationsofpictsaobjeetst11phasisonqtstion answerspokennarrativesdictationimitationandahostofnewtypesofgmmmatiealexercises an1 11ave resultedfro.nthedireetmetllod.languagepedagogyinthepresenteenturyforexamplepalnerinthe twentiesandtheaudiolingualandaudiovisualmethodsinthefiftiesandsixtiesadopted11anyofth teellniquesfirstdevelopedbydirectmethodteachers. twomajorproble.nshavepersistentlytroubleddireetmothteachingonehasbeenl;owtoeo;ivey ineaningwithouttranslatingandhowtosafeguardagainstrnisunderstandingwit!loutrefeeneetotllelrst langua.anotherhasbeenhowtoapplythedireetmetdbeyondelementarysta5of!arlgu learning 2.1.3thereadngmethod asaereationoftwentiesthistheorywasadvoeatedbysomebritishanda.llerica1eduetolst (1926)arguedthatlearningtoreadfluentlywasmoreinpoa.trlanguelearnersleaningenlislltllazl speaking.westreeomndedanemphasisonreadinotonbeeausehereditasthemostusefu! skilltoaequiinaforeignlanagebutalbeeauseitwastasiestaskil!witllthegreatestsurredor valueforthestudentintheearlystagesoflangugelearning. thismethodhadastronglypragmatiebasis.ltsedueation.1assulnptionswere51nilartotlloseetrent i1theamerieansehooleurriculumofthetntiesxlanelytogeareduatilaivitiestospeeifi ultimatepractiealuses. thereadingmethodgrewoutofpractica!edueationaliratio15notnnlashiflinlinguistieo psyehologiealtheory.itwasinkeepingwithamerieaneducationaltheoryoftltwenties.itirltrodueed intolangueteaehingsomeimrtantnewelements()thepossibijityofdevisingteellliquesot languelearninggearedtospeeifiepurposesinthiseasethereadingobjectiv:(b)theapp!ieatio1of voeabularycontroltoseeond!textsasamcansofbetrgradingoftexts:(e)theexationol gradedreade:s;and(d)thankstovocabularycontroitlleintdoctionofteohauesofrapidre1119to thefore