Academic journal article Kuram ve Uygulamada Egitim Bilimleri

Application Research of Computer-Aided Teaching Based on Network in College English Teaching Reform

Academic journal article Kuram ve Uygulamada Egitim Bilimleri

Application Research of Computer-Aided Teaching Based on Network in College English Teaching Reform

Article excerpt

The teaching practice model is based on a certain foreign language teaching theory, which can fully reflect the main points and practical principles of these theories (Kreskey & Truscott, 2016; Islam, 2017; Svirko & Mellanby, 2017). Over the years, there have been many theories in foreign language teaching, and there are countless others. For foreign language teaching, there are three teaching principles: 1) step-by-step input; 2) intensive learning style; 3) prompt feedback principle immediate feedback (Gan & Balakrishnan, 2014; Lakin, Elliott & Liu, 2012). According to these teaching principles, the teaching mode shown in Figure 1 is produced in foreign language teaching:

With regard to teaching principles and teaching models, the main point of cognitive theory is that cognitive theory emphasizes the various factors that arise between people's stimulation and reaction, because people are different and each person's perception is different (Ellis, Basturkmen & Loewen, 2012; Arnal Wishnowski, Yu Pear, Chand, & Saltel, 2018; Nicole, Jeremy, Geneva & Jennifer, 2010). Their experience, education, age, gender, ambition, hobbies, and health are the same. Since perception is a highly selective process, different people will react differently to the same stimulus. Since perceptions are different and there may be epiphanies in the past, it is important to emphasize the learners' own findings in their studies (Hazavehei, Moonaghi, Moeini, Moghimbeigi & Emadzadeh, 2015; Osagie, Wesselink, Blok, Lans & Mulder, 2016). Since students need to carry out meaningful learning and drills, they must have the necessary social scenes so that communication can be carried out effectively and achieve the effect of language learning (Starrett, Doman, Garrison, & Sleigh, 2015). In view of these principles, the teaching model in Figure 2 is produced:

This model shows that foreign language learning has its own characteristics, different from the learning process of the mother tongue. The first is the different language environments. When learning foreign languages in the classroom, what students lack is the natural language environment. Learning depends on the learner's experience and cognitive level (Rosales, Gongola, & Homlitas, 2015; Kreskey & Truscott, 2016). Second, students learn foreign languages on the basis of mastering the mother tongue. In addition, learning foreign languages is conscious, conscious, and organized learning. According to the above characteristics, the cognitive teaching process is divided into three stages: cognitive understanding, formation and application (Zhang, 2017). Language understanding is to let students discover language rules under the guidance of teachers; language skills are mainly practiced through conscious and organized situations; language use stages must be separated from texts for specialized communicative exercises, such as some communicative exercises with context, etc. Making language behavior a true conscious behavior gradually enables learners to form active construction in their own learning (Liao, 2007). This laid the foundation for constructivist learning theory.

Computer and English teaching

The new concept of computer applied to English teaching

The first view is that with the rapid development of computer science, the role of computers in foreign language teaching has far exceeded its auxiliary functions. Computers have gradually moved from the auxiliary role to the foreground of teaching, that is, toward teaching. leading position. This view is mainly based on three aspects: 1) Computer-assisted foreign language teaching means that teachers use some functions of the computer (or let the computer share part of the teaching work) to improve the teaching methods and improve the teaching effect. In other words, the computer-aided object is the teaching staff, and the function of the computer must be realized through the operation of the teaching staff. …

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