Articles
CALL研究中的问题
(Issues in CALL Studies)
许德宝 (Xu, De Bao), 澳门大学 (University of Macau)
pp. 1-16: \Article PDF
摘要：
本文根据现有的研究，归纳总结CALL（Computer Assisted Language Learning）的发生、发展、名称和定义、研究方法和理论框架、实践与反思、问题和争论、当前研究重点和发展趋势等，同时与中文CALL做比较。结果表明，中文电脑辅助语言学习 与CALL研究的发展基本一致，也出现过对CALL的反思和争议，同时也经历了与CALL研究相对应的发展阶段，比如（根据Xu 2004、2005、2013）中文CALL的开创阶段（1970-1985）与行为主义、结构主义CALL（1970s-80s、详见正文）相对应，起步（1986-1993）和发展阶段（1994-1999）与交际CALL（1980s-90s）相对应，全方位开拓阶段（2000-2005）与整体教学CALL（2000以降）相对应，CALL的新趋势（2006-2015）与社会CALL（Web. 2.0以后）相对应。本文研究的目的有两个：一是总结CALL研究并与中文CALL做比较，二是归纳CALL的新趋势并尝试预测CALL研究的方向。
Abstract:
Based on current available literature, this paper summarizes the issues in Computer Assisted Language Learning (CALL) through examining its beginning and development, name and definition, research methodology and theoretical framework, debates and rethink, current trend and future direction, and comparison with Chinese CALL. The result shows that Chinese CALL went through the same phases as CALL studies did and experienced the same debates and reconsideration about CALL studies. Their correspondent phases are (according to Xu 2004, 2005, 2013): 1. Pioneering Stage in Chinese CALL (1970-1985) is correspondent to Behaviorist or Structural CALL (1970s-80s), 2. Starting (1986-1993) and Developing (1994-1999) Stages in Chinese CALL is correspondent to Communicative CALL (1980s-90s), 3. Omni-directional Development in Chinese CALL (2000-2004) is correspondent to Integrative CALL (after 2000), and 4. New Trend in CALL (2005-2015) is correspondent to Social CALL (after Web. 2.0). The purpose of the study is two-fold, (1) to review and compare the development of CALL and Chinese CALL, and (2) to summarize the current trend and forecast the directions of CALL studies.
「非學不可」——與學生共築隨身教室
(The Omnipresence of the Chinese Language in Virtual Classrooms)
游欣恩 (Yu, Stefanie), 維也納大學 (University of Vienna)
劉冠賢 (Liu, Kuan-Hsien), 維也納大學 (University of Vienna)
pp. 17-28: Article PDF
摘要：語言學習平台最重要的就是學習者使用的頻率。故可善用現成的社交網路平台，利用其廣泛的用戶基礎及群眾接受度，在其上搭建合適的教育平台。使學生在此平台上潛移默化地自然學習中文。故以此精神提出「非學不可」計畫。其內容主要是結合了Facebook中三種師生角色不同定位的子平台，交互搭配使用，創造出互動性高的隨身教室/學校概念。並期許圍繞著此平台打造出以學生為主體，教學相長及永續學習的良好學習生態。
Abstract: The most important factor for a successful language learning platform is its high frequency of use among learners. Given its enormous user base and wide acceptance, social networking infrastructure contributes to a successful platform for language learning. Language learners on these platforms may acquire Chinese unconsciously. In this context, we have been developing the project “非學不可- Playful coercion in language acquisition”. The basic concept is a three-staged approach, alternating the conventional roles of learner and teacher along with three distinguished platforms, each corresponding to the learner's rate of progress. In this way the platforms provide a framework for student-centered language acquisition, and support lifelong learning for both teachers and students.
Does the Personalization of Multimedia Instruction Influence the Effectiveness of Decorative Graphics during Foreign Language Instruction?
(外语教学中多媒体设计的个性化原则是否影响图像教学的效果)
Wang, Yanlin (王彦琳), Clemson University (克莱姆森大学)
Crooks, Steven M., Idaho State University (爱达荷州立大学)
pp. 29-38: Article PDF
Abstract: This report summarizes two experiments that explored whether the personalization principle mitigates the influence of seductive details in decorative graphics during multimedia instruction about the culture of a language. The results showed that decorative graphics increased learning during personalized instruction (Experiment 1), but impaired learning during impersonal instruction (Experiment 2). These findings add to research literature by showing that the instructional value of decorative graphics in multimedia instruction depends on the verbal-semantic context in which they are embedded. This research demonstrates that they are beneficial in personalized multimedia instruction, but detrimental in impersonal instruction.
摘要：本文旨在研究外语教学中，采用多媒体辅助文化知识学习中，个性化原则能否对装饰性图像效果进行调和。实验一的研究结果显示在个性化教学中，装饰性图像能提高教学效果，实验二的研究结果显示在非个性化教学中，装饰性图像有损教学效果。本文提出在多媒体辅助教学中，装饰性图像的教学效果依赖于语言的语义场景，装饰性图像有益于个性化的多媒体教学，但是对非个性化的多媒体教学无益。本文的研究对文献进行了补充，为教学实践提供了参考依据。
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促進聽力寬度教學之華語口音資源——「漢語聽力通」網站之建置
(Enhancing the Range of Listening Breadth with Various Mandarin Accents
─ Development of the “Mandarin Chinese Listening Training” Website)
信世昌 (Hsin, Shih-chang), 國立台灣師範大學 (National Taiwan Normal University)
pp. 39-47: Abstract | Article PDF
摘要：由於絕大多數華人所講的國語/普通話都帶有受方言影響的口音，因此在中級教學有必要強調各種口音的聽力理解並引入材料。筆者認為聽力訓練不應僅限於速度及長度的訓練，也應包括「寬度」， 即對於不同音色、口音、腔調之聽力理解。本文首先介紹華語聽力寬度教學的理念及其重要性，其次介紹筆者基於該理念所倡導創建的漢語聽力通網站。 該網站已收集了包括16種口音的數百筆語音。
Abstract: The article aims to emphasize the importance of the listening breadth instruction and introduces a website development project in this regard. Since the most of Chinese people speak Mandarin with certain accent, it’s necessary to widen learners’ Mandarin listening breadth and include accented voice materials in order to enhance learners’ communication ability. Based on the idea, the researcher has developed a website with various teaching/learning functions for listening. Over 600 voice files crossing 16 kinds of Mandarin accents are recorded and showed in the website.
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