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Technologies for foreign language learning: a review of technology types and their effectiveness

机译:外语学习技术:技术类型及其有效性的回顾

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This review summarizes evidence for the effectiveness of technology use in foreign language (FL) learning and teaching, with a focus on empirical studies that compare the use of newer technologies with more traditional methods or materials. The review of over 350 studies (including classroom-based technologies, individual study tools, network-based social computing, and mobile and portable devices) revealed that, in spite of an abundance of publications available on the topic of technology use in FL learning and teaching, evidence of efficacy is limited. However, strong support for the claim that technology made a measurable impact in FL learning came from studies on computer-assisted pronunciation training, in particular, automatic speech recognition (ASR). These studies demonstrated that ASR can facilitate the improvement of pronunciation and can provide feedback effectively. Additional studies provided strong support for the use of chat in FL learning. These studies showed that, with chat, both the amount of learners' language production and its complexity significantly increased. The literature revealed moderate support for claims that technology enhanced learners' output and interaction, affect and motivation, feedback, and metalinguistic knowledge.
机译:这篇综述总结了在外语(FL)学与教中使用技术的有效性的证据,重点是将新技术与更传统的方法或材料的使用进行比较的实证研究。对超过350项研究(包括基于课堂的技术,个人研究工具,基于网络的社交计算以及移动和便携式设备)进行的审查显示,尽管有大量关于FL学习和学习中使用技术的主题的出版物。教学中,疗效证据有限。但是,对技术在FL学习中产生可衡量影响的说法的强烈支持来自对计算机辅助发音训练(特别是自动语音识别(ASR))的研究。这些研究表明,ASR可以促进发音的改善并可以有效地提供反馈。其他研究为在FL学习中使用聊天提供了有力的支持。这些研究表明,通过聊天,学习者的语言产生量及其复杂性都大大增加了。文献显示对技术增强学习者的输出和互动,情感和动机,反馈以及元语言知识的主张的支持程度中等。

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