北京第二外国语学院学报 ›› 2017, Vol. 39 ›› Issue (5): 98-110.DOI: 10.12002/j.bisu.115

• 外语教学研究 • 上一篇    下一篇

学术英语听力多模态混合式学习模式设计

韩 颖   

  1. 韩颖,广州医科大学基础学院
  • 收稿日期:2016-11-21 出版日期:2017-10-15 发布日期:2018-03-19
  • 作者简介:韩颖,广州医科大学基础学院,511436,研究方向:学术英语教学、系统功能语言学。电子邮箱:ivyhon2005@163.com
  • 基金资助:
    本文为2016 年广东省高等教育教学改革项目“通用学术英语听力多模态混合式学习模式效果研究”(第435 项)、2015 年广东省高等教育教学改革项目“基于混合式学习的医学院校英语分级教学改革实践与研究”(第516 项)、2014 年广东省教育教学成果奖(高等教育)培育项目“基于网络与多媒体的医学英语多模态教学模式构建与实践研究”(第1 469 项)阶段性成果。

Designing a Blended Learning Model for Academic Listening

HAN Ying   

  1. School of Basic Sciences, Guangzhou Medical University, Guangzhou 511436, China
  • Received:2016-11-21 Online:2017-10-15 Published:2018-03-19

摘要: 学术英语是当前大学英语教学改革的热点之一,但学术英语听力研究在我国仍未受到足够重视,当中以教育技术辅助下的学术英语听力研究最为缺乏。为此,本文从学生学术英语听力的困难出发,在文献综述和研究的基础上,尝试将移动技术和网络技术与课堂教学进行整合,设计了“微信+ 课堂+TED-Ed”学术英语听力混合式学习模式。该学习模式的设计以社会建构主义学习理论为依据,融合了听力理解的三类知识、两个过程以及学术英语听力的语篇特点和笔记技巧,通过多种模态的输入和转换促进学生学术英语听力的提高。本文对教育技术促进学术英语听力发展的途径进行了探讨,从研究内容和视角上对国内学术英语听力研究形成补充,以促进后续研究的发展。

关键词: 学术英语听力, 听力过程, 多模态学习, 社会建构主义学习理论, 混合式学习

Abstract: English for Academic Purposes (EAP) is currently an area that has received much attention in the reform of college English teaching. However, studies on academic listening have not received enough attention in our country, among which technology-assisted academic listening is the least researched area. In light of the research gap, the present paper attempts to integrate mobile technology and internet technology with classroom teaching to design a “Wechat + Classroom + TED-Ed” blended learning model based on existing literature and the difficulties encountered by students in the academic listening classroom. Such a model is grounded in social constructive learning theory, which integrates three types of knowledge and two processes in listening comprehension with important factors in academic listening, such as structural features and note-taking skills of lectures. Meanwhile, the facilitative effects of multimodal inputs and multimodal transformations in improving academic listening proficiency are also taken into consideration in the process of model design. The present study explores an innovative means of improving academic listening comprehension with the assistance of educational technology. It is expected to complement previous studies on academic listening in our country in terms of research content and perspective, as well as encouraging further studies in this area.

Key words: academic listening, listening process, multimodal learning, social constructive learning theory, blended learning

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