| dc.contributor.advisor | 周中天<br>林伯英 | zh_TW |
| dc.contributor.advisor | Chou, Chung-Tien<br>Lin, Po-Ying | en_US |
| dc.contributor.author (Authors) | 李玉嫈 | zh_TW |
| dc.contributor.author (Authors) | Li, Yu-Ying | en_US |
| dc.creator (作者) | 李玉嫈 | zh_TW |
| dc.creator (作者) | Li, Yu-Ying | en_US |
| dc.date (日期) | 1997 | en_US |
| dc.date.accessioned | 2016-04-28 | - |
| dc.date.available | 2016-04-28 | - |
| dc.date.issued (上傳時間) | 2016-04-28 | - |
| dc.identifier (Other Identifiers) | B2002002152 | en_US |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/86889 | - |
| dc.description (描述) | 碩士 | zh_TW |
| dc.description (描述) | 國立政治大學 | zh_TW |
| dc.description (描述) | 語言學研究所 | zh_TW |
| dc.description (描述) | 84555004 | zh_TW |
| dc.description.abstract (摘要) | 在網際網路眾多功能當中，溝通是重要的活動之一，網際網路溝通式活動包含了電子郵件，電子布告欄等。網際網路溝通式活動具備的一些特性，例如互動性，以及真實語言與情境的使用使得網際網路溝通式活動在英語教學上漸漸成為重要的輔助工具。本篇論文旨在從英語教學理論與應用兩方面探討網際網路溝通式活動於英語教學上之應用。在理論層面，本論文主要從溝通式教學法，以及其他英語教學上重要的理論依據來剖析網際網路溝通式活動。在實際應用方面，本論文對於國內外老師運用網際網路溝通式活動的情形作了一個調查研究。從理論與應用情形的調查結果發現，網際網路溝通式活動對於英語教學確實有其正面意義，不過結果也顯示在應用的過程中亦有一些問題存在，如何解決這些問題以及如何設計良好的網際網路教學活動以促使網際網路溝通式活動能成為有效的教學輔助工具則必須更多的教師與專家們共同努力研究。 | zh_TW |
| dc.description.abstract (摘要) | With the rapid development of the computer technology, the computer network has been widely introduced into everyday life around the world. Communication is an important function provided by the Internet. The computer-mediated communication (CMC) system provides an interactive and communicative environment for users to share ideas and exchange messages. Due to the various characteristics, the CMC system has gradually become an important facilitator in EFL/ESL education. | en_US |
| dc.description.tableofcontents | Acknowledgments-----iv Table of Contents-----v List of Tables-----viii Chinese Abstract-----ix English Abstract-----x Chapter One Introduction-----1 1.1 The Internet-----2 1.2 Framework of the Study-----7 Chapter Two Literature Review-----9 2.1 Computer-Mediated Communication(CMC)-----10 2.1.1 Communication-----10 2.1.2 Computer-Mediated Communication-----10 2.1.3 The CMC System-----12 2.1.4 Summary-----26 2.2 The Latest EFL/ESL Theories or Approaches-----26 2.2.1 Interactivity-----26 2.2.2 Communicative Language Teaching (CLT)-----30 2.2.3 Cognitive Approach-----32 2.2.4 Krashen`s Second Language Acquisition Theory-----37 2.2.5 Individualized Instruction-----39 2.2.6 Summary-----44 2.3 Discussion of the CMC System for EFL/ESL Education-----44 Chapter Three Method and Procedure-----49 3.1 Survey of CMC Activities for EFL/ESL Teaching from the Web-----49 3.1.1 Sources of the Web Sites-----49 3.1.2 Searching Strategies-----50 3.2 Questionnaire Survey for College Teachers in Taiwan-----50 3.2.1 Subjects-----50 3.2.2 Design of the Questionnaire-----52 3.3 Limitation of the Survey-----53 3.4 Brief Definition of Some Terms-----53 Chapter Four Research Results and Discussion-----55 4.1 CMC Activities for EFL/ESL Teaching around the World-----55 4.1.1 Informal Interpersonal Communication-----55 4.1.2 Information Exchange-----59 4.1.2.1 Discussion-----59 4.1.2.2 Writing-----65 4.1.2.3 Help Center-----73 4.1.3 Problem Solving-----74 4.1.4 Summary-----76 4.2 CMC Activities for EFL/ESL Teaching in Taiwan-----77 4.2.1 Background Information-----77 4.2.2 The Frequency of Personal Use of CMC Tools-----78 4.2.3 The Application of CMC Tools in EGL/ESL Teaching-----79 4.2.3.1 Informal Interpersonal Communication-----80 4.2.3.2 Information Exchange-----82 4.2.3.3 Problem Solving-----85 4.2.3.4 Summary-----86 4.3 Discussion of the Survey Results-----86 4.3.1 The Use and Application of CMC Tools for EFL/ESL Teaching-----86 4.3.2 The Benefits of CMC Tools for EFL/ESL Teaching-----89 4.3.3 Problems and Limitations of CMC Tools for EFL/ESL Teaching-----92 4.4 Suggestions and Implications for EFL/ESL Teaching-----93 4.4.1 Application of CMC Tools-----93 4.4.2 Implications-----95 Chapter Five Conclusion-----97 5.1 Summary-----97 5.2 Major Findings of the Study-----98 5.3 Suggestions for Further Studies-----99 References-----101 Appendix List of Tables Table 1 Factors of influencing individual learner differences in language learning in three surveys-----41 Table 2 Four learning styles used byadult ESL learners-----43 Table 3 Age of college English teachers-----78 Table 4 Gender of college English teachers-----78 Table 5 The frequency of personal use of CMC tools-----78 Table 6 Courses with the application of CMC tools-----80 Table 7 CMC activities around the world and in Taiwan-----88 | zh_TW |
| dc.source.uri (資料來源) | http://thesis.lib.nccu.edu.tw/record/#B2002002152 | en_US |
| dc.subject (關鍵詞) | 網際網路 | zh_TW |
| dc.subject (關鍵詞) | 英語教學 | zh_TW |
| dc.title (題名) | 網際網路溝通式活動在英語教學上之應用 | zh_TW |
| dc.title (題名) | A survey study of computer-mediated communication activities for EFL/ESL teaching | en_US |
| dc.type (資料類型) | thesis | en_US |
