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 [3]
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:6090
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。
r genuine dialogue and social interaction that are vital elements in the learning process.” (p. 1).
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Chapter 2 Literature Review
The purpose of this chapter is to review, analyze and discuss the relevant literature that informed and supported the methodology and research design adopted to conduct the study in an effort to lessen the gap in knowledge. Specially, the review provided the theoretical framework and research that acted as a backbone to support the purpose of the study. In this section, a brief definition of synchronous computer-mediated communication will be given. Then an overview of the previous studies in terms of relevant theories in Long’s interaction hypo
thesis will be made. Also, the ideas of major researches on computer-mediated communication at home and abroad will be presented. Furthermore, some comments on the ideas of the major researches will be made too.
2.1 Synchronous Computer-mediated Communication (SCMC)
Synchronous instruction occurs in real time and requires the simultaneous participation of students and teacher (Romiszowski & Mason, 2004). Synchronous applications of instructional technology can be traced to the use of closed-circuit television on university campuses in the 1940s. By the 1980s, video-conferencing and interactive television connected remote classrooms, allowing students to ask questions and discuss concepts “Synchronous communication and collaboration tools, such as synchronous text chat, audio conferencing, video-conferencing, and white boards, are increasingly important components of online learning” (National Center for Accessible Media, 2005). Synchronous communication tools allow multiple users to communicate using text messages and a common instructional application of technology, although most typically optional courses feature (Burnett, 2003). In a survey of educators, synchronous chat has been reportedly useful for “holding virtual office hours, team decision-making, brainstorming, community building, and dealing with technical issues” (Branon & Essex, 2001, p. 36-42). Identified limitations associated with synchronous discussion has included; “getting students online at the same time, difficulty in moderating larger scale conversations, lack of reflection time for students, and intimidation of poor typists” (p. 36). It is more difficult to implement synchronous discussions than to asynchronous discussions. “They have the advantages of providing &nbs
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