Research on Developing a Web-database Application for Helping EFL Students to Improve Their Reading Ability for Specialized Books Written in English.

这项研究涉及开发一个名为Caret的网络数据库应用程序，这是一个“协作资源辅助阅读丰富文本”的CALL程序。CARET的总体目标是利用协作式英语学习模式，最大限度地发挥基于计算机的课堂的有效性。近年来，计算机和互联网为英语教育工作者提供了许多新的语言教学工具和可能性；然而，大学CALL程序开发的经验(特别是我们之前为加速阅读理解而设计的网络有声程序)揭示了两个显著的限制：学生在课堂教学环境之外的计算机上管理英语学习存在困难，阅读学习往往是一项孤独的、孤立的任务，考虑到这些因素，几乎没有同行支持。CARET利用PUP和MYSQ1编程语言的组合作为开发基础，(流行于世界各地的服务器)被设计为：1)Accelera…更多的词汇习得和对真实文本的理解，通过2)利用实时学生协作作为课堂学习的一种手段，3)使用计算机辅助课堂中的分布式服务器数据库，4)学生可以团队合作，使用集成到程序中的在线工具来获取目标学术语言的词汇和用法。6)教师可以下载并分析课文，对难度和词汇类型进行评分。该计划跟踪个人的贡献，以便将工作记录下来，供学生评分。考虑到丰富文本作品的最终形式，学生将创建通过词汇翻译和注释丰富的浏览器可加载的文本，其中包括使用新词汇的例句、单词定义和来自各种语料库的用法示例。完成的课文可以在未来的课堂上使用，这样现在的学生就可以成为未来学生的资源，因为双语教育材料的永久数据库被开发出来--这是一种为学生的需求和能力量身定做的资源。较少

This research concerns developing a web-database application called CARET, a "Collaborative Resource-Assisted Reading of Enriched Texts" CALL program. The overall goal of CARET is to maximize the effectiveness of the computer-based classroom, utilizing the model of collaborative EFL learning. In recent years, computers and the Internet have given EFL educators many new tools and possibilities for language teaching; however, experience with university CALL-program development (particularly our previously built Web-VOCAL program designed for accelerated reading comprehension), has revealed two significant limitations: students have difficulty managing EFL study on computers outside the classroom teaching environment, and EFL reading study tends to be a lonely, isolate task, with little peer support With these factors in mind, CARET, which utilizes a combination of PUP and MySq1 programming languages as a development base, (prevalent on servers worldwide) has been designed to: 1) accelera … More te the rate of lexical acquisition and comprehension of authentic texts, by 2) utilizing real-time student collaboration as a means of classroom study through the use of 3) a distributed server-based database in the computer-aided classroom, where 4) students can work in teams to source vocabulary and usage of the target academic language using 5) online tools integrated into the program. 6) Teachers can download and analyze texts, grading for difficulty and vocabulary types. The program 7) keeps track of individual contributions, so that work can be documented for 8) student grading. Considering the final form of enriched text works, students will have created browser-loadable texts enriched by lexemic translation and annotation, with example sentences using the new vocabulary; word definitions; and usage examples derived from various corpora. Completed texts can be used in future classes, so that present students become a resource for future students, as a permanent database of bilingual educational materials is developed-a resource tailored to student needs and ability. Less