美国作业代写：The application of computer in high school English reading teaching

下面为大家整理一篇优秀的paper代写范文- The application of computer in high school English reading teaching，供大家参考学习，这篇论文讨论了计算机在高中英语阅读教学中的应用。一般而言，学生对计算机有着积极的态度和浓厚的兴趣。所以在英语学习中，呼唤阅读的应用可以激发学生的兴趣和热情，有效地激发课堂气氛。因此，计算机可以用来刺激学生的兴趣，从而进一步促进有效的语言学习。

Referring to the application of CALL into English reading learning and teaching, two aspects should be included: obstacles to senior high school students’ reading comprehension and the suitability of applying CALL into English reading. Comprehension although many teachers put much attention to reading, however, at present, it is still necessary to improve the senior high school students’ reading scores. In the process of English teaching, there are some problems which obviously affect the improvement of the students reading scores. These problems contain the followings: In the first place, it is the monotonous traditional teaching method which is exam-oriented and puts emphasis on how to fill students with too much boring language knowledge like vocabulary, phrases and grammar. Owing to the sacrifice of interesting communicational environment and vivid interactive learning atmosphere, it ignores both reading skills and students’ interest in reading. In the second place, big-sized class is another problem. It is much difficult for teachers to satisfy students of different levels and meet the needs of most students. Therefore, some students are lack of enthusiasm and confidence in English. The last but not the least, reading speed is, of course, one of the problems which also affect the improvement of students reading speed. There are, no doubt, a lot of students who think they should read slowly if they want to get a better understanding of the reading context. However, the conventional teaching method is not an effective way for students to finish reading task and improve their reading scores. Short-memory does not conserve information for a very long time, and if the readers read slowly, it is impossible for them to combine previous information with new information efficiently (Petersen, 2006).

Nowadays, Foreign Language Teaching (FLT) is experiencing a big challenge. It is of great importance to constantly deepen language teaching reform and enhance teaching efficiency. With quick development of economy and technology, computer is treated as an efficient teaching tool of Foreign Language Teaching (FLT) and it is at rend to apply computer into language teaching. However, the present studies mainly pay attention to relevant theories and practice about the conventional teaching method. What’s more, most junior schools, senior schools and even colleges just pay little attention to Computer Assisted Language Learning (CALL) and do not make full use of computers in this field (De Ridder, 2000). Therefore, to some degree, it is necessary for relevant experts and teachers to take measures to fully use computers to improve the efficiency of reading teaching.

This chapter aims to get a better understanding of CALL in English reading teaching, and it is divided into two parts. In the first part, it provides a review of CALL, which includes the definition of CALL, the development of CALL and the applications of CALL to language teaching. In the second part, reading and its relevant theories will be presented, including the definition of reading, three varieties of reading models, the traditional mode of English reading teaching, reading skill development in the classroom and studies of teaching English reading through CALL.

In the development of modern technique and language teaching, Computer Assisted Language Learning (CALL) is a new way to teach English, which pays attention on guiding students to learn language by means of using computers. In this part, the definition of CALL, the development of CALL and the application of CALLto language teaching will be introduced. Levy (1997) gives CALL (Computer Assisted Language Learning) a concept of “the research for applying the computer in the teaching and learning of language.” In recent thirty years, CALL has been admitted and recognized in the academic literature. Given the wide use of CALL, a description about CALL shows its constantly changing nature, and the application of CALL is a procedure where a learner uses a computer and ultimately makes an improvement of his or her language (Walker, Davies & Hewer, 2011). CALL is a relatively new academic field and has a greatly quick development which explores the significance of information and communication technologies in language learning and teaching in recent years. Chambers and Davies (2001) state that, however, by the wide use of the internet, CALL provides listening, speaking, reading and writing with highly interactive and communicative practice.

Reading is a very significant skill for learning foreign language. In order to study the application of CALL to the English reading in senior high school, it is necessary to explore and understand the nature of reading. Based on a lot of researchers who have done their studies according to their teachings, reading is basically related to meaning, especially to the different understanding of meaning from mind to mind and the different understanding of a message from the writer to reader. It is said that reading for meaning is the highest level of reading (Nuttall, 1982). Alderson (1984) regards reading as the procedure of acquiring linguistic information through the print. From such points of opinion, it can be inferred that reading is a positive and active procedure of gaining different kinds of information in which the readers think, guess and predict. Therefore, reading is treated as a complex process during which the reader is getting close to the reading passage to master the meaning. As an significant way of input, reading is a basic way to gain information in language learning. The objective of reading is not only to learn the vocabularies, grammars and sentence patterns, but also to improve the abilities of learners to analyze and solve problems.

Chapter Four Data Analysis and Discussion

Based on the research method applied in this chapter, first of all, the author collected the data. Then, the author analyzed the results of tests. What's more, in order to analyze the data, SPSS software was used.

In September, before the experiment, The pre-questionnaire was conducted in both the experimental class and the control class. Four months later, the same questionnaire was administered to the two same classes in order to see if there were changes in the students’ attitude and interests in learning English reading. The data acquired from the questionnaires of the experimental class were listed in Table 4.1and Table 4.2.There were totally 80 students included in the experiment. 80 copies of questionnaires were respectively distributed to the students to fill in. Luckily, I got 80replies.CALL had some effects on students’ attitude and interests towards English reading learning. It could be seen in table 4.1. Statements 1 to 15 were designed to see whether students had an obvious change in their attitudes and interests towards the application of CALL in English reading or not. According to table 4.1, it could be seen that the experimental class obviously witnessed a change. That is to say, the data was added 18%, 18%, 20% together in table 4.1. We saw that at the beginning, 56%of the students didn’t feel that the English class was dull and 70% which was added20%, 30%, 20% together, of them looked forward to seeing their English teachers again. 56% which was added 13%, 20%, 23% together, of them thought the contents of reading materials were interesting and useful. The result of the post-questionnaire, however, was much more different from that of the pre-questionnaire. According to the post-questionnaire, 83% (adding 30%, 33%, 20% together) of the students didn’t feel the English class was dull. 81% (adding the data of 25%, 33%, 23% together) of them looked forward to seeing their English teachers more. What’s more, after the experiment, 76% (adding 25%, 28%, 23% together) of them thought that the contents of the materials were more interesting and useful than that in the past. Therefore, all of the data indicated that their interests had been greatly inspired with the application of CALL approach in ELT. In EC class, students felt more relaxed and were willing to have English class more. At the same time, students who failed to share CALL approach did not improve their attitudes and interests. Therefore, CALL approach had many effects on students’ attitudes and interests towards English reading learning.

By combining qualitative analysis and quantitative analysis, some results and findings are concluded. In this chapter, several aspects, namely major findings, implications, limitations and suggestions for further study are described in detail. In order to answer the two research questions, the researcher collects relevant data by pre-questionnaire, pre-test, post-questionnaire, post-test and interview. With the help of SPSS 19.0, these data are analyzed in a scientific way. By analyzing the collected data during the research, the following findings are concluded. The results of the questionnaires and interviews show that the students have positive attitude and great interest towards the computer. The application of CALL to reading stimulates students’ interests and enthusiasm in learning English and effectively triggers active classroom atmosphere. In such a teaching procedure, the students become the center of the classroom activities. The main factor of developing motivation can be related to Interest. Motivation brings to the greatest influences on learning. The computer, therefore, can be used to stimulate students’ interests, which can further contribute to efficient and effective language learning. Based on the application of CALL to English reading teaching, students are interested in the reading materials and enjoy having English reading class. What’s more, students are willing to review the content which they have learned, the reading learning effect has been improved.

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