Can Grammatical CALL Help EFL Writing Instruction?
Can Grammatical CALL Help EFL Writing Instruction?
复制标题
语法CALL可以帮助EFL写作教学吗？
作者：
Hsien
本文是一项为期一年的研究报告，旨在探讨计算机辅助语法教学是否以及如何帮助英语写作教学。本研究从计算机辅助语言教学课件的制作开始，课件中包含了十节语法练习。该课件的特点是：（a）以实证为基础的内容，通过对中国英语学习者常见错误的分析得出结论;（B）以指导性的汉英翻译、纠错和句子组合等多种形式进行的初级训练和练习;（c）在网上练习的同时对学生进行适应性的补救指导;（d）结合错误预测和关键词配对，以判断答案，以及针对具体项目的反馈信息;以及（e）逐字记录学生的输入。为了评估这一策略的有效性，我们设计了一项实验研究，两组大学英语专业大一学生在实验组进行了为期10周的CALL干预的前测和后测任务，而控制组则在纸笔作业环境下完成了相同内容的任务。结果表明，课堂教学和语法计算机辅助语言教学的综合效果是有益的，或者至少不是有害的。
This is a research report of a one-year study which addresses whether and in what way grammatical CALL can help English writing instruction in an EFL setting, namely, in Taiwan, R.O.C. The study started with the implementation of CALL courseware which contains ten lessons of grammar exercises. The courseware featured (a) empirically based contents, results from error analysis of Chinese EFL students' common mistakes; (b) a sentence-level drill and practice with various formats of guided Chinese-English translation, error correction, and sentence combining; (c) adaptive remedial instruction for individual students while practicing on-line; (d) integration of error anticipation and keyword matching for answer judging as well as item-specific feedback messages; and (e)verbatim recording of student input. To evaluate the effectiveness of this CALL strategy, we designed an experimental study in which two groups of college freshman EFL majors did the pre-test and post-test tasks with ten-week CALL intervention for the experiment group while the control group worked on the same contents in a paper-and-pen homework setting). Results suggested that the combined effect of classroom instruction and grammatical CALL is helpful for writing instruction, or at least not detrimental.