Abstract
The teaching model of computer Assisted Language Learning Facilities and its integrated teaching become the new perspective on the reform of college English Teaching in China. Its invention and implementation provide a powerful cognitive tool for English listening, speaking, reading and writing for students’ comprehensive quality improvement. This paper focus on how to make full use of the advantages of multimedia and network, and explore computer assisted language learning and teaching model of English major curriculum integration. At the same time, this study put forwarder the facilities concrete implementation method and problems that should pay attention to in English major teaching.
Highlights
Computer Assisted Language Learning facilities can be traced back to the 1950s
With the continuous development of computer software and hardware technology, especially the mature network multimedia technology, computer was gradually applied to auxiliary teaching of language in the 1980s to 1990s, which showed wide application prospects in the field
In the 21st century, Computer Assisted Language Learning facilities accelerated increasing of research interest for people from many aspects, and the related curriculum design, teaching evaluation, technology application, research theory and method of the article quantity were increasing
Summary
Computer Assisted Language Learning facilities can be traced back to the 1950s. The first computer assisted teaching system in human history was IBM650 which was from IBM research center to teach elementary school students the binary arithmetic. In the 21st century, Computer Assisted Language Learning facilities accelerated increasing of research interest for people from many aspects, and the related curriculum design, teaching evaluation, technology application, research theory and method of the article quantity were increasing. Ally leading to teaching staff being replaced by a machine They argued that the application of new media posed a threat to their right to academic autonomy, and the more comprehensive application of education technology, the greater the surprise [1]. These staff were less willing to use the facilities, or because they were unfamiliar with computer operation, they could not deliver electronically supported lectures, or refused to use any courseware
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