共查询到19条相似文献，搜索用时 125 毫秒
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文字聊天和视频会议对英语口语交谈策略影响的一项对比研究 总被引：1，自引：0，他引：1
文字聊天和视频会议均为实时交流工具,二者为英语口语教学提供了新的模式。本文通过比较学习者在文字聊天和视频会议中使用的交流策略,结合口语考试成绩及问卷调查结果,证明文字聊天和视频会议对交流策略的使用有不同影响。较之视频会议,文字聊天能更有效提高口语交谈能力。 相似文献
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外语教学中非常注重学生跨文化交流能力的培养,计算机用于教学中以后,广大教师和学生经常地使用到电子邮件、键友、电子论坛、电子聊天、网络视频会议等等资源。因此,网络跨文化交流能力变得尤为重要。作为一名外语教师,特别是担负基础外语教学任务的外语教师,了解一定的网络交流礼仪是十分必要的。 相似文献
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随着对外交流的发展,广大群众特别是青年学生学习外语的积极性不断提高。学习外语最终要用于交流,交流的方式可分为文字交流和语言交流。因此,外语的学习也可分为文字学习和口语学习两大类。前一个时期我国外语教和学方面侧重于阅读和理解方面,而对口语的教和学重视不... 相似文献
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语言环境对语言的习得有十分重要的作用。传统的外语学习都是在课堂里进行的,缺乏自然的语言氛围。如果能营造出良好的目的语环境,将极大地促进外语学习。ICQ网络聊天活动在营造良好语言环境方面有极大潜力;但倘若利用不当,也会对语言学习造成负面影响。因此,教师应合理设计ICQ网络聊天活动,以达到为学习者创造良好语言环境的目的。 相似文献
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网络为教师提供了丰富的学习和教学资源,促进外语教师专业知识和能力的提高;网络有助于教师进行教学反思,促进外语教师专业技能的提高;网络为外语教师之间的合作以及平等交流提供了广阔的空间,也为外语教师进行科学研究提供了平台。 相似文献
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夏欣 《湖北第二师范学院学报》2010,(1):113-115
网络为教师提供了丰富的学习和教学资源,促进外语教师专业知识和能力的提高;网络有助于教师进行教学反思,促进外语教师专业技能的提高;网络为外语教师之间的合作以及平等交流提供了广阔的空间,也为外语教师进行科学研究提供了平台。 相似文献
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GANAPATHIRAJU Madhavi BALAKRISHNAN Mini BALAKRISHNAN N. REDDY Raj 《浙江大学学报(A卷英文版)》2005,6(11):1348-1353
INTRODUCTION India is a nation with pluralistic culture, a large number of cultures, ethnicities, languages and relig- ions coexisting with each other. While the culture and faith unify the country under one umbrella either by similarity or by tolerance, the language is what separates them. In the 1951 census, the first census after India attained independence, 845 languages (dialects) were identified, of which 60 were spoken by at least 100000 people each. The Indian constitu- tion iden… 相似文献
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薛朝凤 《五邑大学学报(社会科学版)》2002,4(3):66-70
分析聊天室里的语言现象，比较网络聊天语言与书面语和口语的异同，可见出网络聊天语言既不同于书面语又区别于口语，它继承了书面语的美学功能和口语的实用功效，网络聊天语言也必须遵守言语行为理论的结论。 相似文献
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骆欣 《蒙自师范高等专科学校学报》2009,7(3):106-109
随着互联网在中国的普及和发展,网络在人们的生活中扮演着越来越重要的角色。就网络应用而言,网络聊天是网民的一项重要选择。网民在网络聊天情景中,受到网络聊天的技术因素和人文因素两方面的影响,逐渐形成了与现实聊天相异的语言风格。语体和语用是语言的重要方面,通过这两面的分析可以揭示网络聊天情景下的网络语言的特点。 相似文献
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Michael B. Medland 《Journal of Science Education and Technology》2007,16(2):119-153
Change and complexity are creating a need for increasing levels of literacy in science and technology. Presently, we are beginning
to provide students with clear contexts in which to learn, including clearly written text, visual displays and maps, and more
effective instruction. We are also beginning to give students tools that promote their own literacy by helping them to interact
with the learning context. These tools include peer-group skills as well as strategies to analyze text and to indicate comprehension
by way of text summaries and concept maps. Even with these tools, more appears to be needed. Disparate backgrounds and languages
interfere with the comprehension and the sharing of knowledge. To meet this need, two new tools are proposed. The first tool
fractures language ontologically, giving all learners who use it a language to talk about what has, and what has not, been
uttered in text or talk about the world. The second fractures language epistemologically, giving those involved in working
with text or on the world around them a way to talk about what they have done and what remains to be done. Together, these
tools operate as a two- tiered knowledge representation of knowledge. This representation promotes both an individual meta-cognitive
and a social meta-cognitive approach to what is known and to what is not known, both ontologically and epistemologically.
Two hypotheses guide the presentation: If the tools are taught during early childhood, children will be prepared to master
science and technology content. If the tools are used by both students and those who design and deliver instruction, the learning
of such content will be accelerated. 相似文献
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陈勤 《四川师范大学学报(社会科学版)》2004,31(4):82-86
从话语输入／交互与语言习得的关系出发，通过分析在以学习者为中心的课堂上，针对文本和学生练习活动的大学英语教师话语对学生语言习得产生的影响，指出作为课堂组织者和指导者的教师使用恰当的功能性语言，创造一个协商、鼓励的语言环境，能够正面影响学生的语言输出。 相似文献
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陈勤 《广东广播电视大学学报》2004,13(1):57-62
本文从话语输入／交互与语言习得的关系出发，分析在以学习者为中心的课堂上，针对文本和学生练习活动的大学英语教师话语对学生语言习得产生的影响。另外，作为课堂组织者和指导者的教师使用恰当的功能性语言，创造一个协商、鼓励的语言环境，能够正面影响学生的语言输出。 相似文献
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《Journal of College Student Psychotherapy》2013,27(4):311-325
Technology has made inroads in the counseling field in the form of e-mail, chat, and videoconferencing. It is not clear, however, whether college students perceive technology to be an acceptable application to counseling. The purpose of this study was to assess students' attitudes and expectations for a particular type of technology application—videocounseling. The results indicated that after watching a simulated videocounseling session students placed greater value in videocounseling, felt less discomfort with videocounseling, and expected videocounseling to be an effective and satisfactory approach. The merits of using such a role induction procedure with college students who consider participating in videocounseling are discussed as well as the implications of this therapy approach for counseling training programs and university counseling centers. 相似文献
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Olga Kozar 《Discourse: Studies in the Cultural Politics of Education》2015,36(3):354-368
A recent development in English teaching in Russia is the emergence of private online language-tutoring schools, which offer one-on-one lessons by means of audio/videoconferencing. It remains unclear: (1) how these new providers of educational services are presenting themselves to the potential learners; (2) what ideology they tend to drawn on and (3) whether there is sufficient similarity to conceptualise these websites as exemplars of the same genre. This paper employs the tools of critical discourse analysis (CDA), Genre Theory and Appraisal within the Systemic Functional Linguistics to study the language of 17 websites of private online language schools. The study aims to investigate whether the websites exhibit similar discourse and ideology and whether they might belong to the same ‘genre prototype’. The analysis reveals a considerable thematic, structural and rhetorical similarity between the websites and a high presence of neoliberal ideology. 相似文献