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研究生: 費愛薇
Aviya Feldman
論文名稱: 中文標示之多媒體教材
"Chinese Signs Explorer" CD, The Design and Development of a Chinese Computer Assisted Language Learning (CALL) Program
指導教授: 林至誠
Lin, Chih-cheng
學位類別: 碩士
Master
系所名稱: 華語文教學系
Department of Chinese as a Second Language
論文出版年: 2000
畢業學年度: 88
語文別: 英文
論文頁數: 115
中文關鍵詞: 多媒體電腦標示廣告招牌教學軟體互動中文教育
英文關鍵詞: CALL, CLT, Signs, HCI, Multimedia, Computer, CD Title, Program
論文種類: 學術論文
相關次數: 點閱:246下載:12
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  • 以日常生活隨處可見的中文標示和廣告招牌為基礎
    製作出一片中文多媒體教材
    探討CAE及CALL的理論,並真正實作
    為因應廣大中文學習者的需要
    此片CD Title有繁簡兩版本
    在教學素材的收集和編寫上也兼顧地區性(台灣,大陸)的平衡和差異

    Can Chinese public signs be used as instructional materials? How can a large variety of authentic Chinese public signs be compiled as interactive and fascinating instructional materials?
    Multimedia offers some effective solutions for self-instruction or for language teachers who aim at making their classes rich in content using authentic materials. Certain applications can promote communicative competence, offer a balance of guided learning and free navigation and provides corrective feedback.
    This work focuses on the design and development of a computer assisted language learning (CALL) program “Chinese Signs Explorer”. The instructional CD is based on the communicative language teaching (CLT) approach and uses multimedia human computer interaction (HCI) to introduce Chinese L2 learners with a large variety of public signs in China and Taiwan and to assist students to fully function in a Chinese speaking environment.
    The program presents students with a comprehensive, easy to use database of over 470 Chinese public signs divided to 25 subject-oriented units. Each unit introduces users with a selection of visual authentic materials, English translation, Pinyin romanization, audio files for correct pronunciation, grammatical and cultural glosses, practice and testing.
    Chinese and English overall search application, help and user-friendly navigation are available throughout the program.
    For a better adjustment to students needs and in order to enhance the learning process, the program presents all learning materials (including the practice and testing sections) in both simplified and traditional Chinese forms which can be displayed at any given time. In addition, the program offers learning management applications such as a study record save and load functions for efficient learning.
    It is believed that “Chinese Signs Explorer” program can serve both as instructional material and a reference database, it can assist Chinese L2 learners to better understand Chinese public signs as well as identify the nature of new signs (such as prohibition, caution, direction etc.). Thus, “Chinese Signs Explorer” may not only teach L2 learners Chinese through signs, it may also ease their adjustment and to a Chinese speaking environment both in Taiwan and China.

    LIST OF FIGURES 3 ABSTRACT 4 CHAPTER 1: INTRODUCTION 6 1.1 ORGANIZATION OF THE THESIS 9 1.2 PURPOSE OF STUDY 11 1.3 SCOPE OF STUDY 12 CHAPTER 2: COMMUNICATIVE LANGUAGE TEACHING APPROACH(CLT) 14 2.1 CLT - THEORY 14 2.2 AUTHENTIC MATERIALS 18 2.3 TEACHING FOR CULTURAL UNDERSTANDING 20 2.4 IMPLEMENTATION OF CLT IN PROGRAM 24 2.5 CLT AND SECOND LANGUAGE ACQUISITION 32 CHAPTER 3: DESIGN & DEVELOPMENT OF ‘CHINESE SIGNS EXPLORER’35 3.1 METHODOLOGY 35 3.2 CATEGORIES 37 3.3 A PILOT STUDY 42 3.4 DEFINITION OF ‘PUBLIC SIGNS’ 46 3.5 TARGET USERS 47 CHAPTER 4: COMPUTER ASSISTED LANGUAGE LEARNING (CALL) THEORIES AND THEIR IMPLEMENTATION IN THE PROGRAM 49 4.1 CALL OVERVIEW 49 4.2 THEORY OF INSTRUCTIONAL DESIGN & ‘CHINESE SIGNS EXPLORER 51 4.2.1 ‘Concept or kinds of…’ Strategy and its implementation in ‘Chinese Signs Explorer’ 54 4.3 KNOWLEDGE OF TECHNOLOGY 57 4.4 HUMAN COMPUTER INTERACTION (HCI) 59 4.5 INFORMATIONAL GUIDANCE 61 4.6 COMPUTER ROLES 62 4.7 TEACHER ROLES 65 4.8 LEARNER ROLES 67 4.9 CALL MATERIAL ROLES 70 CHAPTER 5: FEATURES OF ‘CHINESE SIGNS EXPLORER’ 72 5.1 SYSTEM REQUIREMENTS AND CONSIDERATIONS 72 5.2 VIEWING THE MAIN TEXT 73 5.3 PRESENTATION OF INFORMATION – SCREEN DISPLAY 73 5.3.1 Consistency 76 5.3.2 Text, Colors and Graphic Layouts 78 5.3.3 Text Quality 80 5.4 SEQUENCING LESSON SEGMENTS - BRANCHING 81 5.5 NAVIGATION & NAVIGATION BAR 83 5.5.1. Navigation 83 5.5.2 Navigation Bar 85 5.6 MANAGEMENT (SAVE AND LOAD RECORD) 89 5.7 HELP 91 5.8 SEARCH 92 5.9 TIPS 93 5.10 DRILLS 94 5.10.1 Drill Types 96 5.11 TESTING 97 5.11.1 Unit-based Test 97 5.11.2 Overall Test 102 5.12 CLOSING OF THE PROGRAM 106 CHAPTER 6: CONCLUSIONS 107 6.1 CONCLUSION & IMPLICATIONS 107 6.2 LIMITATIONS OF THE STUDY 109 REFERENCES 111

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