Feasibility Analysis of Applying Flipped Classroom to College Foreign Language Teaching from the Perspective of Second Language Acquisition
Lu Zhao
An Yang University
Abstract: With the development of computer, the application of Internet technology in the field of education has accelerated the effective implementation of education. Flipped classroom is a network teaching method in the process of computer development. Flipped classroom, also known as rever classroom, revers the classroom, allowing students to learn through online classrooms after class, reducing the time for classroom lectures, increasing experiments and in-class activities, and providing students with more language application opportunities. This paper discuss the application of teaching language in flipped classroom and analyzes the advantages of flipped classroom.
Keywords: Second Language Acquisition; Flipped Classroom; College Foreign Language
DOI: 10.47297/wspiedWSP2516-250011.20210511
1. Introduction
With the continuous progress of information technology, MOOC + SPOC and flipped classroom have emerged, providing good technology for teaching. In the context of the continuous development of network technology, the application of flipped classroom provides a good technical guarantee for teaching. In the teaching of foreign language cours, the u of MOOC+SPOC and flipped classroom teaching can improve students’ language application ability and promote students’ autonomous learning. The u of Internet technology can also effectively improve teacher evaluation methods, guide teachers to update teaching concepts, and promote the improvement of teaching quality.
About the author: Lu Zhao (1992-03), female, Han, Anyang Henan Province, college of foreign languages, assistant, Master of Education, cond language acquisition & English teaching,
Journal of International Education and Development Vol.5 No.11 2021
2. Basic Principles and Methods of Flipped Classroom明朝
The basic teaching mode of flipped classroom should follow the basic principles: to achieve teaching objectives. The basic method is:
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(1) The process of “knowledge acquisition” after class: teachers make some short and clear teaching videos according to the teaching objectives and the overall situation of students, for students to watch and learn at home before class. After students complete the “knowledge acquisition”, they complete certain targeted exercis in the network platform supported by information technology, check their mastery of knowledge and consolidate the learning content. At the same time, the correct rate of exercis will be submitted to teachers after statistics, so that teachers can understand each student’s learning “blind spot” before the next day’s class, so as to determine what kind of problem situation should be created in class to help students achieve in-depth understanding and flexible u of knowledge.
阅读小报(2) The process of “knowledge internalization” in class: in class, students can consult teachers about their doubts in the process of knowledge construction before class, and accept teachers’ inspiration and personalized guidance. Since students have strong purpo in learning questions, they are studying highly efficiently. Teachers can solve the doubts arising from students’ practice by watching videos before class according to the cour content and students, and summarize some questions with inquiry value for students to explore.
3. Current Situation of College Oral English T eaching
(1) Ignoring students’ language application ability
In the current college English teaching, due to the influence of exam-oriented education, students and teachers lack attention to English cours, which leads to the phenomenon of single teaching methods and undermines the purpo of English teaching. Through the investigation, college English teaching pays attention to students’ written examination ability. Most of the teaching of English listening requires students to listen to English reading twice and pay more attention to students’ problem-solving ability, thus ignoring students’ language application ability. The traditional English classroom takes teachers as the goal, and teachers display the calss in the classroom, but the language application is not high, and students do not master the specific skills of English language application.
(2) Low initiative and enthusiasm of students
炽热的近义词Influenced by the traditional examination-oriented education, students’ learning methods are carried out according to the requirements of teachers. With the continuous progress of society, the differences between students increa. The
traditional teaching mode is not suitable for the development of students, which will affect the studen
ts’ learning enthusiasm and hinder the cultivation of creative thinking. Teachers’ rigid teaching thinking is the key to affecting students’ learning enthusiasm. The traditional teaching mode does not meet the current teaching objectives, and it also makes students misunderstand English cognition. Teachers lack of teaching innovation, teach in the traditional teaching methods, resulting in boring classroom atmosphere and low enthusiasm of students.
4. Advantages of Flipped Classroom
(1) The cultivation of language application ability
When students are learning, teachers can make students understand English knowledge more comprehensively through the combination of theoretical knowledge and language application. In the whole process combined with other disciplines to help students develop language application ability. The application of flipped classroom can enable students to apply English knowledge, so that students have a strong interest in learning knowledge. Students not only improve their learning efficiency, but also improve their oral application ability. Teachers u interdisciplinary teaching methods to stimulate students’ comprehensive cognitive level, stimulate students’ knowledge application, autonomous learning, divergent thinking and other abilities. In interdisciplinary teaching,
teachers help students understand the links between disciplines by integrating theoretical knowledge with other students’ professional knowledge, so as to improve students’ comprehensive cognitive level. The application of flipped classroom by teachers can cultivate students’ language application ability, so that students can apply the knowledge they have learned to practice. In the whole process, students can also think actively, find the connection between disciplines, and cultivate students’ thinking ability. In addition, by flipping the classroom, teachers can enable students to learn independently, master the advantages of interdisciplinary learning, and encourage students to think independently. As a result, the comprehensive ability of students continues to improve, laying a solid foundation for students to live and work in the future.
(2) Mastering students’ situation of online learning
Different from the traditional face-to-face teaching method, online learning not only increas the flexibility and universality of teaching, but also puts forward high requirements for students’ learning consciousness. Teachers lack channels to understand students’ learning. Through the evaluation model, the relationship between students’ online learning behavior and learning effect is explored, which is convenient for teachers to adjust teaching methods. In modern distance education, students complete the learning behavior by completing the tasks in the network
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Feasibility Analysis of Applying Flipped Classroom to College Foreign Language Teaching from the Perspective of Second Language Acquisition
Journal of International Education and Development Vol.5 No.11 2021
classroom to improve learners’ initiative and enthusiasm in network learning. At the same time, bad on the analysis of students’ online learning behavior, we can clearly e the u of data and multimedia resources in teaching, so as to further improve the learning effect.
5. The Application of Flipped Classroom in College Foreign Language T eaching
(1) Improving students’ comprehensive qualities by classroom asssment
In the process of foreign language teaching, it is necessary to guide students’ psychology. Teachers’ external intervention is only one aspect. If we want students to develop their ability more effectively, teachers need to stimulate students’ enthusiasm from multiple channels, let students actively participate in foreign language learning, improve students’ psychological pressure, and make students develop and progress more comprehensively in a subtle way, thus cultivating students’ foreign language skills. First of all, students can gain satisfaction through foreign language learning,
so that students maintain a positive learning attitude. Therefore, teachers can optimize their teaching methods and give good guidance to students by evaluating each other in the classroom. For example, in the whole teaching activities, different students are lected for teaching evaluation, so that students can evaluate the teacher and other students in the classroom, so that students are good at improving the quality of classroom learning by summarizing.
(2) Enriching teaching methods and forms
The application of flipped classroom in college oral English teaching is effective interaction between teachers and students, such as teaching, discussion, answering questions, etc. The cond is the interaction between learning objects and network tools. This requires the design and production of learning resources suitable for the characteristics and cognitive rules of the participants. Thirdly, the interaction between learning objects. Through various network tools, students can interact with each other effectively in different time and space. The principle of equivalent interaction tells us that if one interaction is strong, the other two may be weak; two or more interactions contribute to the interaction between students and teachers. Therefore, teachers can make full u of the principle of equivalent interaction among the three, enrich the resource pool of students’ oral practice, effectively provide students with good resources, and organize a variety of teaching language application activit
ies to improve students’ thirst for knowledge and learning quality. In classroom design, teachers need to strengthen the integration of key knowledge points so that students can preview oral English dialogues. Before students carry out classroom activities, they need to strictly tell the precautions of the classroom room. Teachers need to remain vigilant, obrve students’ oral
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pronunciation, and correct nonstandard and inappropriate pronunciation. Teachers can conduct online teaching in the form of modern teaching. Through the division of different modules, college oral English knowledge can be clearly divided. For example, teachers can u multimedia to play oral English speech contest, so that students understand other peer students’ oral discrimination ability, stimulate students’ enthusiasm to learn oral English. In addition, teachers can design teaching plans according to feedback to promote students’ individual oral English learning, and realize the overall improvement of oral English learning ability with the principle of stratified teaching. When teachers are laying out oral assignments, the assignments will consolidate the students learned knowledge, to extend their oral ability, so that students can consolidate and review what they have learned while cultivating their inquiry ability and logical thinking ability.
(3) Establishing oral dialogue databa with information resources
Spoken language is the focus of university teaching. In order to improve students’ ability to learn spoken language, information resources can be ud to establish a resource ba of spoken dialogues and t up the ba according to the learning content. In the process of students’ oral training, students’ error-prone questions are entered into the resource library. When students are asked to practice, they can be randomly lected from the oral resource library to encourage students to actively answer oral questions. Teachers can evaluate in the process of teaching. After getting feedback, teachers can design targeted teaching to improve students’ oral ability. As the guide of the whole cour, teachers lack the corresponding resource library to understand the spelling and rapid changes of students’ spoken language in teaching. On the one hand, students lack a good language application platform to carry out the language application of oral English knowledge. On the other hand, they lack effective teachers to cultivate students’ oral discrimination ability. At prent, most colleges and universities lack the examination of teachers’ scientific rearch ability when constructing teaching resources, and teachers lack innovation in teaching, which leads to students’ low enthusiasm for learning. In addition, the lack of advanced equipment in teaching also affects the final teaching quality.
提纲怎么写棉织品6. Conclusion
College students’ English teaching is more professional, and the oral English involved it is also more professional. Therefore, in college English teaching, it is necessary to combine the flipped classroom to attract students’ attention while ensuring that students can master foreign language knowledge more effectively and meet the requirements of cond language acquisition. Through the application of flipped classroom, students’ understanding of professional spoken language is strengthened, and their learning situation is evaluated, so as to carry out spoken
Feasibility Analysis of Applying Flipped Classroom to College Foreign Language Teaching from the Perspective of Second Language Acquisition