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1、Teachers Role in Blended Learning-Combination of Communicative Teaching & CALL ACKNOWLEDGEMENTSIt took me three years of preparation to get admitted to the Shanghai Institute of Foreign Trade (SIFT) as a postgraduate student. Thanks to the fruitful instruction of professors and sincere encouragement
2、 of classmates，my three-year study at the SIFT has proved to be a most rewarding effort. Upon finishing this thesis, I would like to tender my gratitude to Professor Chen Jie, my supervisor, for her enthusiastic support, personal guide, expert advice and for the precious time she spared out of her f
3、ull schedule for the revision of my thesis. My gratitude also goes to Professor Xu Yaqin, my business negotiation teacher, whose lively classroom teaching design initiated my interest in communicative language teaching approach. I will always remember Professor Luo Guoliang for his illuminating lect
4、ures and loving care for students , Professor Lu Naisheng for his humor and wisdom, Professor Zhu Peifeng, her expertise and unfailing endeavor in helping us to learn more. Also, I would like to thank Mr. Lance Knows, Mr Alfonso Lara, Dr Lisa Feng and Elisa Liu from Dyned International for their val
5、uable help in helping collecting materials for this thesis and Professor Caimingjiong and Professor ZhouYanping for their encouragement and support in the course of my thesis writing. Last but not least, to my dearest parents, and my beloved Fiance, Mr Liuxianghua, whose true love is a constant sour
6、ce of encouragement and solace to me. CONTENTSChapter One Introduction5Chapter Two Computer and Language Teaching72.1 History and Development of CALL72.2 Computers Role in Language Teaching92.2.1 Computer as Tutor92.2.2 Computer as Tool102.3 Types of CALL Programs112.3.1 Drill and Practice Programs1
7、12.3.2 Tutorials122.3.3Simulations122.3.4 Games122.3.5Tool Programs13Chapter Three Blended Learning143.1 What is Blended Learning143.2 Technological Methods of Blended Learning153.2.1Whats E-Learning?153.2.2 Specific Methods for Language-Learning-163.2.3 Non-language-learning-specific methods183.2.4
8、 Summary21Chapter Four Teachers Role in Blended Learning234.1 Teachers Role in Communicative Language Teaching234.1.1 Teacher as a Resource244.1.2 Teacher as a Controller244.1.3 Teacher as an Organizer254.1.4 Teacher as a Prompter264.1.5 Teacher as an Assessor264.2 Complementary Role of CALL in Comm
9、unicative Classroom Teaching274.3 Case Study294.3.1 Program Background:294.3.2 Pre-course Preparation304.3.3 Course Design:334.3.4 Test and Feedback37Chapter Five Courseware Selection435.1 Function Requirement in Multimedia CALL435.2 Situation Base VS Concept Base45Chapter Six Conclusion47Bibliograp
10、hy49Chapter One Introduction This thesisteachers role in Blended learningresulted from both the authors experience with computer assisted language Learning (CALL) and her dissatisfaction with traditional classroom teaching, which is currently seeking breakthrough with the aid of information hi-tech.
11、 To meet the demands of IT reform , the Ministry of Education declared on the college English education reform news conference, held last Dec 31,that a pilot project on the CALL system in colleges and Universities was put on agenda. Based on the success of the pilot project, the CALL system will ser
12、ve as the platform of college English education and college undergraduates will get as much as 3050% of their English credits from it. And along with the growth of economic development, this reform is reaching down to fundamental English teaching in middle and primary schools education. Take Shangha
13、i for example, at the end of May this year, MOE Shanghai launched an “ Information Technology Project 20042007”, building an information highway for schools administration, teachers training, curriculum integration, and campus-home study. This just raised the curtain for an overwhelming and painful
14、reform to Chinas English education framework. Both theoretical research and practice have inclined the conclusion that the introduction of technology has made a positive impact on students acquisition of a foreign/ second language. It is almost an inevitable trend to build more and more multimedia-l
15、anguage labs, just thinking of numerous advantages computers reveal in practice, say, source provision, material presentation, communicative activity language test，etc. There seems no reason to preserve room for language teachers any longer. However, compared with the vast amount of money and time spent on it, educational gains from technology seem far from satisfactory. The voice of opponents and skeptics is gaining more and more notice. While some take it as a new paradigm for teaching, others find little or no difference between the two.
