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| 关于移动应用程序辅助英语教学的研究【英文】 Abstract The blossom of science and technology and the advent of Internet Plus Education has posed great challenges to traditional teaching modes. Meanwhile, traditional teaching modes can no longer satisfy students’ manifold learning demands. Hence, a wide variety of mobile learning platforms spring up. The prevalence of mobile learning platforms furnish diversified teaching methods and bountiful learning resources. Due to its diversified learning resources and convenience, mobile learning platforms are becoming favorable choice for more and more teachers and students. As a typical example of mobile learning platforms, mobile application learning platforms have been applied in English teaching gradually and widely. The research contains three kinds of methods including interview inquiring method, questionnaire investigating method and literature consulting method. To propose feasible improvement measures for application learning platforms and delve into their prospect, the paper will probe into the current situations of English learners to analyze their merits and demerits as well as the implications on English teaching by combining a learning theory called Situated Cognition. The research found that further measures can be implemented to promote mobile application-assisted English teaching, thus improving the efficiency of English teaching. Keywords: Mobile learning platforms, mobile application learning platforms, English teaching 摘 要 随着科学技术的飞速发展和互联网+教育理念的提出，给传统教学模式带来巨大的挑战。同时，传统教学模式已不足以满足新时代学生日益增长的学习需求。因而移动学习平台异军突起。移动学习平台的普及为英语教学提供了更多元的教学手段和广阔的资源空间。凭借其平台多样的资源和其便捷性，移动学习平台备受越来越多教师及学习者的青睐。 而移动应用平台作为移动学习平台的典例之一，逐渐被广泛运用到英语教学中，其多样性和便捷性备受学习者青睐。本论文将结合情境认知主义学习理论，运用访谈、问卷调查法和文献调查法研究现阶段英语学习者使用移动应用程序平台学习情况，从而分析其优缺点及对英语教学产生的影响，最终旨在为移动应用程序辅助英语教学提供可操作建议,并提高英语教学的效率。 关键词：移动学习平台，移动应用程序，英语教学 Contents Abstracti 摘 要ii Lists of Figuresv Chapter One Introduction1 1.1 Research Background1 1.2 The Purpose and Significance of the Study2 Chapter Two Literature Review3 2.1 Previous Researches on Development of English Teaching3 2.2 Previous Studies on Development on Mobile Learning4 Chapter Three Theoretical Framework6 3.1 Introduction of Situated Cognition6 3.2 Features of Situated Cognition7 3.2.1 The Interweaving of Knowledge and Situations7 3.2.2. Communities of Practice8 Chapter Four Introduction to Mobile Application Platforms10 and English Teaching10 4.1 Characteristics of Mobile Application Platforms10 4.1.1 Lifelong Learning10 4.1.2 Mixed Learning10 4.1.3 Personalized Customization Services11 4.2 Characteristics of English Teaching with the Help of Technology11 Chapter Five The Application of Situated Cognition13 in English Teaching13 5.1 The Application of Interwoven Knowledge and Situations in Vocabulary Teaching (Taking Baicizhan App as an example)13 5.2 The Application of Communities of Practice in English Writing Teaching (Taking Pigaiwang App as an example)14 Chapter Six Researches on Mobile Application-Assisted English learning16 6.1 Questionnaire Survey16 6.1.1 Selection of Respondent16 6.1.3 Sample Description16 6.2 Interview of University Teachers and Students18 6.2.1 Interview of Teachers18 6.2.2 Interview of Students21 6.2.3 Conclusion of Interview26 6.3 Analysis of Researches26 6.3.1 Analysis of the Questionnaire Surveys26 6.3.2 Analysis of the Interview34 6.4 Advantages of Mobile Application-Assisted English Teaching34 6.5 Existed Problems of Mobile Application-Assisted English Teaching36 6.6 Solutions to Promote Mobile Application-Assisted English Teaching37 6.7 Prospect of Mobile Application-Assisted English Teaching39 Chapter Seven Conclusion41 7.1 Influence on English Teaching41 7.2 Limitation and Suggestions41 Reference43 Acknowledgements45 Appendix46 |
