Teacher Training For College English Teachers With The Context Of Modern Information Technology

The development of modern information technology has brought about many changes to Chinese College English teaching since the issue of the College English Curriculum Requirements(For Trial Implementation) published in 2003 and revised version published in 2007. The new teaching model, which based on modern information technology, has undergone extensive modifications with many opportunities and challenges as well. Based on the facts observed and data collected in the experimental work, this thesis reviews the development of computer- and classroom-based teaching model and changes on the teacher's role, in the hope that a more substantial and adequate programs on teacher training will be conducted by administrators and more teachers'engagement in these programs. The computer- and classroom-based learning cannot be fully encouraged without transformation of teaching concept and the relevant and knowledgeable support from the teachers. These skills are necessary for teachers to function appropriately as facilitators and co-learners, rather than information transmitters.Since the autumn of 2007, Self Access English Learning System is put into our research in various universities nationwide. The questionnaire and interview conducted by our research shows that, the computer-based learning has positive influence on foreign language learning and teaching, but some teachers still hold the obsolete views and lack of computer-based learning awareness and active engagement in the new environment. They fail to take advantage of modern educational resources and media, let alone integrating these technological tools to their teaching methods. There are still teachers who lack information literacy and underuse the audiolingual tools which influence the effects and quality of foreign language learning and teaching.College English teachers really want and need to learn more as is shown in our research. Suggestions are also given to teachers in technology-enhanced language instruction in the long run. We wish that this study would shed light on future inquiry on the field under the multimedia circumstances.