刊物属性
  • 刊物名称:校园英语
  • 国内刊号:CN 13-1298/G4
  • 国际刊号:ISSN 1009-6426
  • 邮发代号: 18-116
  • 数据库收录:中国知网
  • 投稿邮箱:
      tougao@xiaoyuanyingyu.com
  • 时间:2019-07-07 来源:校园英语杂志社

    作者:刘良
      【Abstract】English language teaching and learning has witnessed a fast development in recent years. With the development of technology, Computer-assisted Language Learning (CALL) has played a more and more vital role in the second language teaching and learning. It is an important part of Computer-Assisted Instruction (CAI). In the setting of classroom, especially in college, multimedia teaching seems to be accepted and applied widely (Brown, 2013). On the other hand, listening as one of the basic and essential competence skills has been highly valued by more teachers and educators. English teachers know that ESL (English as Second Language) learners need to often practice English listening skills to be successful in their other academic classes and to function as literate people in a global environment (Brown, 2013).
      【Key words】English Listening Skills; CALL in Promoting
      1. Introduction
      English listening is an important language skill students need to develop in the learning of foreign languages. In the traditional teaching form, the tape are played by the teacher, students listen to the tape, and do the comprehension exercises, the teacher give ‘right’ answers as feedback. This course provides students the opportunity to listen to but not for teaching listening skills. Although students and English teachers spent a lot of efforts to improve students’ listening ability,, the result seems to be pretty disappointing. What is more, a number of students reflect that listening is the most challenging part. As Hulstijn (2003) points out, listening is not an easy undertaking, because listening is also the least explicit of the four skills.
      Linguists and college English teachers have found that though students have passed the national college entrance examination, they can still hardly adjust to college English learning because their listening, speaking, and other language skills have a long way to go to what is required. It is obvious that for certain reasons English teaching in the primary school and middle school have not lived up to the expectations of teachers and students successfully. Therefore, the effectiveness of computer technologies for improving students’ English listening comprehension ability needs to be evaluated.
      2. Literature Review
      Computer-Assisted Language Learning, refers to the format of using a computer in teaching or learning foreign language. Since 1960s, CALL has undertaken wide-ranging applications to language teaching and learning from the traditional drill-and-practice software programs to more recent Web-based distance learning, which allows learners flexible, self-paced access to information (Fotos & Browne, 2004). CALL activities can slow down the process, capture the oral language in text, and show word boundaries. It shows great advantages compared with traditional record. Because CALL has a greater potential for good learner fit than other materials (Chapelle, 2001). Nachoua (2012) made a study aims to prove the use of CALL is an effective method to increase students’ motivation and give a better performance in listening. The same as expected, the results showed that CALL can inspire students’ motivation and computers are available tools to be used in second language classrooms to develop students’ listening ability. Generally speaking, CALL has a positive effect on developing learners’ English listening ability.