Developing computer-assisted instruction in teaching English as a foreign language to adult Chinese learners: A theoretical study.

摘要

This dissertation is a theoretical study for developing Computer-Assisted Instruction (CAI) in teaching English as a foreign language to students in Chinese universities. Its three parts deal separately with three essential factors in this field: the language, the learner and the computer.; The vast numbers of studies in language acquisition have thrown light on second/foreign language (SL/FL) teaching from different angles. However, no one theory should be regarded as ultimate truth. CAI designers should adopt a pragmatic approach drawing from different theories and basing itself on the actual learner characteristics and their learning environment.; Chinese university students, though sharing many common characteristics with other learners of English, have their special linguistic and cultural inheritance and have to work in an environment unique to themselves. The majority of them are highly motivated, good at memorization, but non-assertive in classroom behavior. And they have to learn English without much natural communication with native speakers. Properly developed CAI may cater both to their needs and their learning styles.; The progress of CAI in language teaching has been astounding in the past decade. There have been wonderful achievements as well as blunders and failures. Although the latest development in the microcomputer capability to produce speech, to output moving images and to conduct natural language communication holds out great promises, it is important to base any CAI design on the current teaching situation while keeping the potential in sight. The lesson of the '70s is still sound: never to overpromise.; The conclusion of the dissertation emphasizes that the computer, in spite of all the roles that have been attributed to it, is a tool. When there is a need and when used appropriately, it may make a revolution. In teaching English to Chinese university students, the need for such a tool is clear. An appropriate development and use can be achieved by basing our design solidly on instructional conditions and learners' needs and by utilizing the latest developments in technology.