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首页> 外文学位 >At the crossroads of learning and culture: Identifying a construct for effective Computer-Assisted Language Learning for English language learners.
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At the crossroads of learning and culture: Identifying a construct for effective Computer-Assisted Language Learning for English language learners.

机译：在学习和文化的十字路口：为英语学习者确定有效的计算机辅助语言学习的结构。

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摘要

Many of the commercial Computer-Assisted Language Learning (CALL) programs available today typically take a generic approach. This approach standardizes the program so that it can be used to teach any language merely by translating the content from one language to another. These CALL programs rarely consider the cultural background or preferred learning style of the language learner. The assumption is that one size fits all. Although there are a number of instruments to measure the learning styles of learners and a smaller number of instruments to measure cultural dimensions, there is no one instrument that combines both learning styles and cultural characteristics to determine a relationship between these two sets of variables. A measurement device such as this could be used to design CALL programs that better consider the cultural background and learning styles of English language learners. This could reduce the generic nature of existing CALL programs and increase the effectiveness of technology- and internet-based language instruction.;This study sought to determine whether a combination of survey instruments could be used to identify a relationship between cultural dimensions and learning styles; moreover, whether or not this relationship could be used to design a CALL program that addresses the specific learning styles associated with the cultural background of learners. The CALL Design Analysis Survey (CDAS) was administered to two groups of participants, one from Taiwan and the other from the U.S. The CDAS was comprised of Kolb's Learning Style Inventory (LSI), Reid's Perceptual Learning Style Preference Questionnaire (PLSPQ), and Hofstede's Values Survey Module (VSM). A correlational analysis was performed on the collected data to determine patterns between the learning styles and cultural dimensions variables.;The results of this analysis provided evidence that relationships between cultural dimensions and learning styles exist and that this information can be used to design CALL programs that better consider the cultural background and learning styles of language learners. This discovery was a positive step toward finding a measurement tool that could lead to more effective technology- and Internet-based language instruction.
机译：当前，许多可用的商业计算机辅助语言学习（CALL）程序通常采用通用方法。这种方法使程序标准化，因此仅通过将内容从一种语言翻译成另一种语言，就可以将其用于教授任何语言。这些CALL程序很少考虑语言学习者的文化背景或偏爱的学习方式。假设一种尺寸适合所有尺寸。尽管有许多方法可以衡量学习者的学习风格，而有较少数量的工具可以衡量文化程度，但是没有一种可以结合学习风格和文化特征来确定这两组变量之间关系的工具。诸如此类的测量设备可用于设计CALL程序，从而更好地考虑英语学习者的文化背景和学习风格。这可能会降低现有CALL计划的通用性，并提高基于技术和基于Internet的语言教学的有效性。本研究旨在确定是否可以使用调查工具的组合来确定文化维度与学习风格之间的关系；此外，是否可以使用这种关系来设计CALL程序，以解决与学习者的文化背景相关的特定学习方式。对CALL设计分析调查（CDAS）进行了两组参与者，一组来自台湾，另一组来自美国。CDAS由Kolb的学习风格清单（LSI），Reid的感知学习风格偏好调查表（PLSPQ）和Hofstede的参与者组成。价值观调查模块（VSM）。对收集到的数据进行了相关分析，以确定学习风格和文化维度变量之间的模式。此分析的结果提供了证据，表明文化维度和学习风格之间存在关系，并且该信息可用于设计CALL程序，更好地考虑语言学习者的文化背景和学习方式。这一发现是朝着找到一种测量工具迈出的积极一步，该测量工具可以导致更有效的基于技术和基于Internet的语言教学。

著录项

  • 作者

    Shaw, Yun.;

  • 作者单位

    University of San Francisco.;

  • 授予单位 University of San Francisco.;
  • 学科 Education Sociology of.;Education Instructional Design.;Education Educational Psychology.;Education Technology of.;Education English as a Second Language.
  • 学位 Ed.D.
  • 年度 2010
  • 页码 181 p.
  • 总页数 181
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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