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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/31227

    Title: 探討現有電腦輔助語言學習教材在英語閱讀策略上之分析
    Other Titles: An analysis of current computer-assisted language learning materials in English reading strategies
    Authors: 許筱芸;Hsu, Hsiao-yun
    Contributors: 淡江大學教育科技學系碩士班
    顧大維;Ku, David Ta-wei
    Keywords: 電腦輔助語言學習;英語閱讀;教學策略;computer-assisted language learning;English reading;instructional strategies
    Date: 2006
    Issue Date: 2010-01-11 00:25:25 (UTC+8)
    Abstract: 本研究旨在歸納一套電腦輔助英語閱讀教學策略,以提供英語教師與相關教學機構,在課程規劃與教學方面,一個遵循的基準與參考方向。
    This research aimed to sum up a set of instructional strategies computer-assisted instruction in English reading in order to provide effective guidelines to be followed in planning courses for designing courses in the subject of English reading..
    The method of content analysis was conducted in the research. The first step to be employed focused on English reading instructional strategies used in classroom and applications of computer-assisted English reading. The second step was to analyze nine universities’ English instruction and learning websites and compared the findings with the outcomes of literature review. Expert review was conducted in the final step. Three experts from different fields were invited to take part in the research and reviewed the preliminary research results to provide their opinions for revision.
    The results of the study utilized Gagné’s nine events of instruction as the foundation to modify and integrate the findings to conclude the following 11 key elements: (1) conducting needs assessment- examining students’ needs, (2) analyzing the learning environment-investigating the classroom environment, (3) activating motivation-providing multimedia and predicting text, (4) informing learning objects-providing specific desired behaviors, (5) simulating background knowledge-providing translations of critical vocabularies, applying instructional media, using semantic mapping, and supplying computer competency courses, (6) presenting reading materials-choosing appropriate materials, providing translations, designing interactive text, and supplying pictures and voice files, (7) providing learning guidance-giving assistances of instruction and technology, (8) eliciting interactions-delivering reading skills, using internet resources, applying instructional media, and providing multiple communicating channels, (9) evaluating performance-practicing reading skills, providing different tests , giving feedbacks, timing tests, giving specific explanations of feedbacks, and using concept mapping, (10) enhancing retention and transfer-supplying relate resources, and training reading speed, (11) modifying instruction materials consistently-conducting formative or summative evaluations.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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