ABSTRACT:With the development of information and technology, the digital language laboratory in the national universities has been put into use in recent years. However, the current researches about the digital language laboratory are focused on its history and the development of the knowledge in its software at home and abroad. Researching on the use of the digital language laboratory in Second-rank College is less.  In view of the application of digital language laboratory in College English Teaching in Second- rank College has just started. And the numbers of students in Second-rank College are numerous, while their English learning is relatively poorer. It is important for them to understand the advantages and disadvantages of the digital language laboratory on the specific application in English teaching. Meanwhile, it is also a valuable discussion on how to improve English teaching in an effective way via digital language laboratory .Therefore, a questionnaire for students and an interview for teachers are adopted in this paper, which will be used to survey the applications of the digital language laboratory in English teaching for Second-rank College. It will be analyzed from three aspects, namely, teachers’ role; students’ role and system resource. The analysis will figure out the advantages and disadvantages of the digital language laboratory. As a result, with the guidance of Constructivism Learning Theory many proposals were offered, which will look forward to optimizing the efficiency of the digital language laboratory was used in English teaching for Second-rank College and the level of English teaching be improved.  

Keywords: college English; the Constructivism Theory; digital language laboratory; application

TABLE OF CONTENTS

摘要

ABSTRACT

1 INTRODUCTION-1

2 LITERATURE REVIEW-3

2.1-Overseas Research on Digital Language Laboratory-3

2.2-Domestic Research on Digital Language Laboratory-4

2.3   A Brief Introduction of the Constructivism Learning Theory-6

3 METHODOLOGY-9

3.1 Participants-9

3.2 Sources of Data-9

3.2.1 Questionnaire-9

3.2.2 Interview for teacher-10

3.2 Data Collection-10

3.3 Data Analysis-11

4 FINDINGS AND DISCUSSION-12

4.1 The Results of Survey-12

4.1.1 Responses to students’ questionnaire-12

4.1.2 Responses to teacher’ interview-18

4.2 Implications on Digital language laboratory-19

4.2.1 Implications for teachers-20

4.2.2 Implications for students-22

5 CONCLUSION-24

REFERENCES-25

APPENDIX A-26

APPENDIX B-28

ACKNOWLEDGEMENTS-28