A Study On Network-Based ESP Teaching And Learning In Vocational Schools

This thesis is focused on the problems and challenges existing among students and teachers in using the Web to enhance ESP teaching and learning, such as What are the learning results that can be obtained by using the Web in ESP? How do students and teachers make use of the Web?On the basis of the former relevant studies on Web-based English teaching and learning home and abroad, we did a small scale survey on the teachers and students from Shenyang Equipment and Manufacture Engineering School (a vocational school). The instruments employed in this survey include a written questionnaire for students and group interview for teachers. The participants are selected randomly. The findings of the survey reveal that the Web has greatly influenced the traditional ESP teaching; both teachers and students have affirmative attitudes towards NBLT; students are highly motivated by the net; the use of the Internet may promote learners'language skills and other numerous skills to some extent. However, the findings also show that problems produced in the current use of the Web still needs improvement. As for students, the problems include uncertain online learning goals, improper learning methods, irregular learning time and deficient online learning skills. As for teachers, there exists a lack of understanding of WBET and online learning skills. The necessary communication between teachers and students is virtually absent. As for applications in language classroom, the key factors including interaction, learning needs, learning styles, etc. are not taken into consideration seriously. By analyzing the investigation and on the basis of the constructivism theory, other pedagogical rationale and the empirical studies, we put forward some suggestions on how to use the Web to facilitate language teaching and learning effectively. Students should establish learning goals and adopt the self-construction learning method and cooperative learning mode. Both students and teachers should develop online learning skills. To design an effective Web-based course, teachers may take the three models proposed by Brandl(2002) as reference, analyze students'needs and clarify their characteristics, set their learning objectives and choose the suitable Internet resources as teaching materials. The successful Web-based courses should be based on a clear pedagogical rationale and interaction, authentic activities and technological issues need to be carefully considered.