On English Teachers’ Attitude To Computer-assisted Language Learning(CALL) In Primary School

Computer-assisted language learning(CALL) began to develop in America from 1960 s. Warschauer and Healey(1998)presented that the development of CALL went through behaviorist CALL, communicative CALL, and integrative CALL these three stages. It appeared in China from 1980 s. As a new means of teaching, CALL refers to computer-assisted language teaching and learning, which has been widely used in school education. With the rapid development of computer technology and the national attention to the education, the modern multimedia classroom is becoming popular and perfect. However, it is found that the advanced teaching hardware did not lead to effective results in the real practice. There are some problems such as idle multimedia equipment, relying much on multimedia, and classroom like the appreciation course of graphics and animation. The controller changes from teacher into a computer in the cramming classroom, and some other practical problems are also affecting the development of computer-assisted language learning. It is important to answer how to use computer-assisted language learning in the scientific and effective way to improve teaching quality and efficiency, and avoid the waste of resources. The key step is to find out the key solution to the problem, then formulate the corresponding countermeasures to service for language teaching science and technology better.With popularization of primary school English teaching, people pay more attention to the application of computer-assisted language learning in the primary school. On the one hand, the dominant position of teachers seems to be even more significant in the elementary schools. And the design of curriculum and classroom organization almost entirely depends on the first-line teachers. On the other hand, according to Piaget?s theory of cognitive development stage, the students in primary schools are just in the phase of pre-operation, in which their logical thinking has not been formed so that they are easier to accept picture animation and the like more intuitive knowledge. Especially in English learning, presenting context intuitively can improve the learning efficiency better. As a result, it is closely related to the efficiency of computer-assisted language teaching in primary English classroom, which depends largely on the attitude of the teachers.From the perspective of teachers? attitude, This thesis firstly pays attention to the present situation of the application of computer assisted foreign language learning in XXX primary schools in urban areas of Qingdao through the questionnaires and classroom observation. At the same time, the author finds out the problems in the usage of computer-assisted language learning by primary English teachers. Then, according to the Kelman?s attitude formation theory and Eagly and Chaiken?s attitude hierarchy theory, the author analyzes them completely and deeply. It is found that the teachers haven’t been able to use computer-aided language learning scientifically, because of the shortage of the external environment of teaching and teachers themselves influencing the formation of attitude. The teachers’ understanding of computer assisted language learning is not comprehensive and rational, which breed teachers? prejudice against computer assisted language learning in the aspect of cognition, emotion and behavior attitude. Only if teachers? prejudice is eliminated, computer assisted language learning will be developed in primary English classroom. Finally, according to attitude formation theory, the author puts forward the measures, which include improving CALL environment in schools and teachers? cognition of CALL from both theory and practice, implementing of teachers? training by educational department and the like to eliminate the teacher prejudice from the aspects of the factors influencing teachers? attitudes.The thesis consists of five parts. The first chapter reviews the literature related to computer-assisted language learning, and focuses on the study of computer-assisted language learning approach both for the domestic and foreign teachers. It provides important data and information for this paper. The second chapter mainly presents the related theories including Eagly and Chaiken?s attitude theory and Piaget?s cognitive development theory. The third chapter discusses the research plan of this paper. First, in order to understand the development of CALL, the author has reviewed the literature research. Second, we have designed questionnaires and interviews related questions according to the Eagly and Chaiken?s attitude theory for primary school English teachers. The classroom observation is necessary as a supplement to do a comprehensive study. The fourth chapter analyzes deeply the primary school English teachers? attitude toward computer-assisted language learning from the three aspects including teachers? cognitive attitude, emotional attitude and behavioral one. The fifth chapter puts forward the corresponding countermeasures and suggestions based on the research of former chapters and findings.In conclusion, computer-assisted language learning is very necessary in English classroom of primary school in our country. On the premise of relatively perfect teaching hardware, it depends on the teachers? attitude to implement the teaching means to the classroom effectively and scientifically. Therefore, we should carry out some actions to improve the current situation. It benefits for achieving the purpose of improving teaching quality to offer the relevant training, to deepen teachers? cognitive attitude and strengthen teachers? emotional attitude by eliminating teachers? prejudice, and then help them apply computer-aided language learning scientifically to improve the teaching quality.