基于网络的文本与语音实时交流对学生英语口语表现影响的比较研究 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-09-09编辑:lgg点击率:6122
论文字数:38592论文编号:org201709032107157772语种:英语 English地区:中国价格:$ 66
关键词:英语语言学论文网络文本语音实时交流总体口语水平
摘要:本文是英语语言学论文,本研究的目的是确定是否SCMC的相互作用会影响学生的口语表现。SCMC的相互作用的两种模式是非常重要的,因为如果允许学生同时在线课程的相互作用,它是可能的,他们可能会取得更好的学习。
Teaching
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history and literature in open and distance learning date back to the era of correspondence education when society has depended largely on surface mails for communication and interaction (Grooms, 2003; Kang, 1998). But, time has changed. Today’s correspondence education no longer depends on or uses surface mails for communication but is leveraging the Internet for teaching and learning. Dietz (2008) wrote, “Online programs have the power to make the Internet to transcend distance and time constraints, providing new and expanded ways of teaching, learning, and collaboration on an international level.” (p. 50). The similarities with these e-learning institutions are their capabilities to provide courses online, access to research libraries, and interaction with classmates and instructors. The changes from the digitally connected global society and economy manifest that the academic business realities of online education can no longer be ignored. The capabilities and opportunities of Internet-based education (e-learning) would not be possible without the provision of the technological features that allow interaction of students, teacher, and content on the Web. All education, whether in classroom or online, relies on interaction for effective teaching and learning. Anderson (2003b) argues that “all forms of education (including those delivered at a distance) are actually interactions between students, teacher, and content.” (p. 2) Interaction has always been valued in education. Anderson has written, “Developments in social cognitive based learning theories are providing increased evidence of the importance of collaborative activity as a component of all forms of education – including those delivered at a distance.” (p. 1). Interaction has generally meant interaction between students or between students and teacher in the classroom, now it has extended to both synchronous and asynchronous collaboration using computer-
Mediated communication (CMC) and technology tools. Mediated synchronous simulation at a distance using video, mediated asynchronous dialogue by way of conferencing, and feedback from inanimate objects such as from interactive computer programs are all new forms of interaction (Anderson, 2003a). Muirhead (2000) contends educators are wondering whether the online format will provide adequate opportunities fo
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