论文部分内容阅读
本文阐述了应用过去二十年所出现的数字技术提高远程语言教育质量的可能性和挑战。文章首先简要分析从函授教学模式转变为更具真实意义的双向交流、学习者互动与交流不可或缺的教学模式所出现的变化,并概述不同在线环境及其功能和它们在语言学习领域的潜在用途。文章重点讨论新技术在以下三个方面的潜能:消除学习者之间的时空距离,为不同学习者群体提供不同形式的互动,提供语言使用环境和语言形式与意义并重的练习机会(这一点对语言学习者而言很有针对性)。然而,使用在线技术也带来某些方面的挑战,本文分析了影响在线学习的认知因素和社会情感因素、新技术对交互和所使用的话语的影响,以及教师在在线和远程教学环境下所面临的问题。文章最后指出我们必须重新思考教学法的问题,并介绍能应对某些挑战、帮助实现在线学习潜能的三种理论:学习者与环境的界面、在线教学技能和多元读写素养教学法。
This article describes the possibilities and challenges of using digital technologies that have emerged over the past two decades to improve the quality of distance language education. The article begins with a brief analysis of the changes that have taken place from correspondence instructional to more real-life two-way communication, learner interaction and the indispensable exchange of teaching patterns, and outlines the different online environments and their functions and their potential in language learning use. The article focuses on the potential of new technologies in three areas: eliminating the spatial and temporal distance between learners, providing different forms of interaction for different groups of learners, providing opportunities for both language use and language forms and meanings Language learners is very specific). However, there are also some challenges in using online technologies. This article analyzes the cognitive and social-affective factors that affect online learning, the impact of new technologies on interaction and the discourse used, and the impact of teachers’ online and distance learning environments The problems faced. The article concludes by pointing out that we must rethink pedagogy and introduce three theories that address some of the challenges and help realize the potential of online learning: the interface between learners and the environment, online teaching skills, and multi-pronged literacy pedagogy.