混合学习法在大学英语口语教学中的可行性研究

摘要

近年来混合学习法(Blended Learning)在国外的企业界和教育界越来越受到瞩目,成为学习领域中一个非常重要的研究议题,被视为是能够有效改善与增进学习成效的方法。2003年何克抗教授把混合学习的概念引进我国,一直受到国内学者的高度关注。这是混合学习对传统教学改革和对网上学习(E-learning)反思后变革的融合点。目前在我国尚未将混合学习法应用在大学英语口语教学中的实证研究,基于这个背景,笔者选择了本研究题目。本文在文献综述的基础上,结合实际教学情况设计了以混合学习理论为基础的大学英语口语教学框架,选取了湛江师范学院一个非英语专业本科班进行了一个学期的实验,采用在线学习+课堂面授+同伴互助学习的口语教学模式,比较实验前后学生口语能力、学习兴趣的变化以及对混合学习法的认同感,利用口语前测和后测来检验教学效果。研究结果表明,在配对样本T测试中t=11.98,p＜0.05说明口语后测成绩与前测存在显著差异,前者的平均分高出2.18分(满分15分)。实验后,学生在语言准确性、连贯性和得体性等方面表现较佳,谈话内容更言之有物。这说明以混合学习理论为基础的口语教学法是可行的,它有效地提高了学生的口语水平,培养了自主学习、课堂学习和同伴学习等多种学习能力。此外,问卷调查和采访的结果显示,混合学习法能明显培养学生学习口语的兴趣,促进他们学习口语的积极性,实现了学习过程和教学效果的最优化。最后,本文还就口语课的进一步研究提出了一些建议。

目录

摘要

Abstract

Chapter One Introduction

1.1 Introduction

1.2 Purpose of the study

1.3 Significance of the Study

Chapter Two Literature Review

2.1 Blended Learning

2.1.1 Background

2.1.2 Definitions of Blended Learning

2.1.3 Features of Blended Learning

2.2 Previous Studies on Blended Learning

2.2.1 Previous studies on Blended Learning Abroad

2.2.2 Previous studies on Blended Learning in China

2.3 Research on Spoken English Teaching

2.3.1 Research on SET Abroad

2.3.2 Research on SET in China

2.4 Relations between Spoken English Teaching and Blended Learning

Chapter Three Research Base

3.1 Comparison between Traditional and Blended Learning Environments

3.2 Application of Blended Learning in Spoken English Teaching

3.2.1 Computer-based autonomous learning

3.2.2 Face-to-Face Classroom Instruction

3.2.3 Peer Learning in Extracurricular Activities

Chapter Four Methodology

4.1 Research Questions

4.2 Participants

4.2.1 Students

4.2.2 Teachers

4.3 Instruments

4.3.1 Interview

4.3.2 Questionnaire

4.3.3 Spoken English Tests

4.4 Data Collection procedures

4.4.1 Collecting data through interview

4.4.2 Collecting data through questionnaire survey

4.4.3 Collecting data through spoken English tests

4.5 Data Analysis

Chapter Five Results and Discussion

5.1 Findings

5.1.1 Interview

5.1.2 Questionnaire

5.1.3 Spoken English Tests

5.2 Discussion

5.2.1 Blended Learning stimulates students’interest in spoken English learning

5.2.2 Blended Learning improves students’spoken English achievement

5.3 Problems to be solved

5.3.1 Over-dependence on the first language

5.3.2 Disorderly Group Work in Class

5.3.3 Poor Autonomous Learning Ability

5.3.4 Technical Problems with computers

Chapter Six Conclusion

6.1 Conclusion

6.2 Implications

6.3 Limitations of the study

6.4 Suggestions for further study

Acknowledgements

References

Appendix I

Appendix II

Appendix III

Appendix IV