【摘要】本文概述了計算機輔助語言學習不同歷史階段的理論，提出該環(huán)境下諸要素的構(gòu)建模式，并分析其相互關(guān)系及對于語言學習的影響。

【關(guān)鍵詞】計算機輔助語言學習;學習理論;學習環(huán)境

Abstract：The study examines the history of theory-driven computer assisted language learning （CALL） as well as the learning environment. Focusing on elements involved in CALL， this paper attempts to offer strategies meaningful for learning outcomes.

Key words：Computer Assisted Language Learning; Learning Theory; Learning Environment

I. Behaviorist Learning Theory

Starting from the second half of twentieth century， as a prevailing theory， behaviorism was adopted widely by language teachers. Behaviorism advocates that human behavior is a product of interaction between stimulus and response. The learning process is not actively conducted but directed by teachers. In addition， exterior reward is essential as it motivates learning process. During learning， failures or mistakes are inevitable. In order to learn， the learner has to review frequently what has learned and have tests to reinforce learning. Therefore， repetitions are crucial.

Based on computers， electronic behaviorist machines are designed according to the firm guiding principle set down by the behaviorist model of instruction. Guided by such model， the software program or the teacher play the role as authority. Skinner put forward a theory stresses the role of reinforcement of CALL.

II. Cognitive Learning Theory

Cognitive theory appeared as a new way of employing “information-processing ideas”. Cognitive psychology emphasizes mental process of human activity. That is a different approach as opposed to behaviorism. Teaching of strategies related to learning， thinking and problem solving gained popularity. Teachers focused more on methods of developing students memory and of teaching attention skills.

Following the structure of “input—processing—output”， the advancement of computers has motivated these “information-processing” views of learning. Under the guidance of social cognitive theory， social aspects of cognition are introduced and people are more aware of the interactions among learners. Hence， in cognitive approach to language teaching and learning， learner actively joins the learning process and many mental strategies are used in a cognitive approach.

III. Constructive Learning Theory

Cognitive theory identifies the importance of the mind in understanding the material with which it is presented. From a constructivist point of view， people actively construct new knowledge as they interact with their environments. Everything they experience is tested against their prior knowledge and if constructed within their mental world， and it may form new knowledge. One is no longer a memory bank who passively absorbing information.

There are several strands of constructivism which contributed to constructivist approaches to language learning. The work of Piaget demonstrated that “childrens minds were not empty， but actively processed the material they were presented with”， and claimed “the mechanisms of accommodation and assimilation as key to this processing” （Piaget， 1975）.

To sum up， constructive learning involves learners connection of new knowledge to old knowledge and they can learn new information. To realize active learning， the learner should actively construct and reconstruct their knowledge. In constructivist learning assessment， reflective thinking and evaluation are both vital components.

IV. Learning Environment

Wilson defines a constructivist learning environment as "a place where learners may work together and support each other as they use a variety of tools and information resources in their guided pursuit of learning goals and problem-solving activities" （Wilson 1999）. Guided by the principles of social constructivism， the foundation of many online collaborative learning activities is built. Social constructivists support “close ties between authentic activities， collaborative learning， a variety of materials， the student ownership of outcomes and critical reflection” （Jonassen， 1999）.

According to Glasersfeld， learning is an active process in which the learner uses input and constructs meaning. Social constructivism thus emphasizes the importance of the learner being actively involved in the learning process， unlike previous educational viewpoints where the responsibility rested with the instructor to teach and where the learner played a passive， receptive role. However， much of traditional education is isolating the learner from social interaction， and regard learning as an individual relationship between the learner and the objective material to be learned. Therefore， interaction and the practical application of knowledge need to be integrated into learning in CALL with the awareness of the social aspect of learning.

The learning environment should also be designed to support and challenge the language learners thinking. While it is advocated to give the learner ownership of the problem and solution process， it is not the case that any activity or any solution is adequate. The critical goal is to support the learner in becoming an effective thinker in CALL， which can be achieved by assuming various roles. Any effort to teach must be connected to the state of the learner and make available a track into the subject， because the learners new knowledge must base on that.

本文系內(nèi)蒙古工業(yè)大學校基金項目“中國大學生英語書面語表達失誤特征——基于WECCL和COCA語料庫的對比研究”（編號：sk201513）的階段性研究成果

【W(wǎng)orks Cited】

[1] Jonassen， D. H.， Peck， K.L， & Wilson， B.G. Learning with technology： A constructivist perspective[M]. Upper Saddle River， NJ： Prentice-Hall， 1999.

[2] Piaget， J. The Development of Thought： Equilibration of Cognitive Structures[M]. New York： Viking Press， 1975.

【作者簡介】

馮勇，男，內(nèi)蒙古呼和浩特人，碩士研究生學歷，內(nèi)蒙古工業(yè)大學外國語學院講師，主要研究方向：計算機輔助語言教學。