Activity Design Of Fragmented Learning Based On 4C/ID Model For College Spoken English

Fragmented learning has become a useful complement to traditional classroom learning in the current era of mobile networking.Teachers should break through the limitations of the classroom,make full use of various resources inside and outside the class,and enrich the ideas on teaching design.Speaking is a complex cognitive skill.Speaking ability is reflected in the comprehensive skills of pronunciation,fluency and coherence,vocabulary diversity,and grammatical diversity and accuracy.In the teaching design of complex cognitive skills,the 4C/ID(Four-component Instructional Design)model,developed by Prof.Merrienboer of the Open University of the Netherlands based on the overall task training,has been used for many years.It has high recognition in the field of training and teaching,and provides useful support for the design of learning activities with repetitive skills and non-repetitive skills.At present,the overall situation of college spoken English in our country is not promising.Problems such as the imperfect state-level testing mechanism,the lack of school attention,and the lack of students' own practice have caused the current situation that the overall level of spoken English needs to be improved.At the same time,college students' fragmented learning activities lack scientific and rational design,and the learning effect is not significant.In order to improve the efficiency of fragmented learning in spoken English,this paper tries to apply the theory of 4C/ID model to the design of fragmented learning activities in college spoken English,and explores teaching and learning methods suitable for the characteristics of fragmented learning and the language acquisition rules of learners.Taking this study as a breakthrough,it provides a reference for the design of fragmented learning activities in English for other complex cognitive skills.Based on the 4C/ID model,this paper designs three learning task groups at increasing difficulty levels by analyzing College English Teaching Guidelines,CET-SET and IELTS scoring standards,learners,online resources,and comprehensive tasks,namely Introduction and Interview;Individual Long-turn;Two-way Discussion.Each task group requires learning through several task packages.Four sub-tasks are designed for each task package,namely Case Study,Indicative Task,Simulation Task and Testing Task,providing supporting information,instant information and partial task exercises.And based on the original model,Evaluation Feedback is added.Considering the characteristics of fragmented learning,each sub-task is set to be five minutes.The learning of each sub-taskintegrates pronunciation,fluency and coherence,vocabulary diversity and grammatical diversity and accuracy.This paper adopts the method of literature research.The designed fragmented learning activities are consistent with the integrity of the learning content,the shortness of the learning unit and the simplicity of the learning method.The results of the activity design reflect that the 4C/ID model for overall task training can be combined with fragmented learning;the whole idea of activity design is reasonable;the activity design integrating repetitive skills and non-repetitive skills training is conducive to the migration of complex cognitive skills.