中国科技术语 ›› 2023, Vol. 25 ›› Issue (3): 72-87.doi: 10.12339/j.issn.1673-8578.2023.03.010
收稿日期:
2022-10-31
修回日期:
2023-02-22
出版日期:
2023-07-05
发布日期:
2023-07-03
作者简介:
![]() |
朱君辉(1998—),女,北京语言大学信息科学学院硕士研究生。研究方向为智能辅助语言学习、语料库语言学。通信方式:nysyzxzjh@163.com。 |
![]() |
王晓菀(1998—),女,北京语言大学信息科学学院硕士研究生,研究方向为智能辅助语言学习、语言资源监测。通信方式:wxw2670526500@163.com。 |
基金资助:
ZHU Junhui1,2(), WANG Xiaowan1,2(
)
Received:
2022-10-31
Revised:
2023-02-22
Online:
2023-07-05
Published:
2023-07-03
摘要:
自20世纪60年代以来,计算机辅助语言学习作为信息技术与语言学的交叉领域,取得了迅速发展,呈现出多元化的趋势,同时也涌现出大量术语。文章基于数据驱动的方法,以Web of Science数据库收录的SSCI期刊中2015—2022年间发表的关于计算机辅助语言学习的1034篇文献作为数据源,运用文献分析工具CiteSpace对高频被引文献及高频关键词术语进行可视化分析,从术语角度对计算机辅助语言学习领域的研究热点及未来发展趋势进行概括与分析,以期勾勒出当前国际计算机辅助语言学习领域研究的整体轮廓。通过分析发现,近8年该领域主要围绕计算机网络技术应用、计算机辅助语言学习与语言习得、计算机辅助语言学习与教学3个主题展开。
中图分类号:
朱君辉, 王晓菀. 高频术语视角下计算机辅助语言学习领域的热点研究[J]. 中国科技术语, 2023, 25(3): 72-87.
ZHU Junhui, WANG Xiaowan. Hot Topics in Computer Assisted Language Learning from the Perspective of High-Frequency Terminology[J]. China Terminology, 2023, 25(3): 72-87.
序号 | 标题 | 被引频次 | 年份 | 发表期刊 |
---|---|---|---|---|
1 | Technologies for foreign language learning:a review of technology types and their effectiveness | 23 | 2014 | COMPUTER ASSISTED LANGUAGE LEARNING |
2 | Review of research on mobile language learning in authentic environments | 13 | 2017 | COMPUTER ASSISTED LANGUAGE LEARNING |
3 | Twenty years of MALL project implementation: A meta-analysis of learning outcomes | 12 | 2015 | RECALL |
4 | Mobile-assisted language learning: A Duolingo case study | 10 | 2019 | RECALL |
5 | Mobile collaborative language learning: State of the art | 10 | 2018 | BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY |
6 | Collaborative writing among second language learners in academic web-based projects | 10 | 2012 | LANGUAGE LEARNING & TECHNOLOGY |
7 | Corpus Use in Language Learning: A Meta-Analysis | 9 | 2017 | LANGUAGE LEARNING |
8 | Improving argumentative writing: Effects of a blended learning approach and gamification | 8 | 2018 | LANGUAGE LEARNING & TECHNOLOGY |
9 | Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning | 8 | 2020 | COMPUTER ASSISTED LANGUAGE LEARNING |
10 | Technology in Language Use, Language Teaching, and Language Learning | 8 | 2016 | MODERN LANGUAGE JOURNAL |
序号 | 标题 | 被引频次 | 年份 | 发表期刊 |
---|---|---|---|---|
1 | Technologies for foreign language learning:a review of technology types and their effectiveness | 23 | 2014 | COMPUTER ASSISTED LANGUAGE LEARNING |
2 | Review of research on mobile language learning in authentic environments | 13 | 2017 | COMPUTER ASSISTED LANGUAGE LEARNING |
3 | Twenty years of MALL project implementation: A meta-analysis of learning outcomes | 12 | 2015 | RECALL |
4 | Mobile-assisted language learning: A Duolingo case study | 10 | 2019 | RECALL |
5 | Mobile collaborative language learning: State of the art | 10 | 2018 | BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY |
6 | Collaborative writing among second language learners in academic web-based projects | 10 | 2012 | LANGUAGE LEARNING & TECHNOLOGY |
7 | Corpus Use in Language Learning: A Meta-Analysis | 9 | 2017 | LANGUAGE LEARNING |
8 | Improving argumentative writing: Effects of a blended learning approach and gamification | 8 | 2018 | LANGUAGE LEARNING & TECHNOLOGY |
9 | Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning | 8 | 2020 | COMPUTER ASSISTED LANGUAGE LEARNING |
10 | Technology in Language Use, Language Teaching, and Language Learning | 8 | 2016 | MODERN LANGUAGE JOURNAL |
排名 | 频次 | 中心度 | 关键词 |
---|---|---|---|
1 | 165 | 0.02 | english(英语) |
2 | 74 | 0.07 | performance(表现) |
3 | 73 | 0.05 | instruction(教导) |
4 | 66 | 0.08 | acquisition(习得) |
5 | 58 | 0.06 | perceptions(理解) |
6 | 57 | 0.1 | motivation(动机) |
7 | 53 | 0.02 | model(模型) |
8 | 51 | 0.16 | online(在线的) |
9 | 50 | 0.09 | vocabulary(词汇) |
10 | 48 | 0.11 | foreign language(外语) |
排名 | 频次 | 中心度 | 关键词 |
---|---|---|---|
1 | 165 | 0.02 | english(英语) |
2 | 74 | 0.07 | performance(表现) |
3 | 73 | 0.05 | instruction(教导) |
4 | 66 | 0.08 | acquisition(习得) |
5 | 58 | 0.06 | perceptions(理解) |
6 | 57 | 0.1 | motivation(动机) |
7 | 53 | 0.02 | model(模型) |
8 | 51 | 0.16 | online(在线的) |
9 | 50 | 0.09 | vocabulary(词汇) |
10 | 48 | 0.11 | foreign language(外语) |
序号 | 关键词 | 中文翻译 | 频次 |
---|---|---|---|
1 | corpus | 语料库 | 138 |
2 | web 2.0 | web 2.0 | 137 |
3 | video | 视频 | 120 |
4 | mobile assisted language learning(mall) | 移动辅助语言学习 | 97 |
5 | software | 软件 | 78 |
6 | social media | 社交媒体 | 64 |
7 | apps | 应用 | 59 |
8 | computer-mediated communication(cmc) | 计算机中介交流 | 49 |
9 | mobile learning | 移动学习 | 42 |
10 | wiki | 维基百科 | 39 |
11 | online learning | 在线学习 | 37 |
12 | natural language processing | 自然语言处理 | 30 |
13 | machine learning | 机器学习 | 27 |
14 | gamification | 游戏化 | 27 |
15 | virtual reality | 虚拟现实 | 26 |
16 | artificial intelligence | 人工智能 | 24 |
17 | intelligent computer-assisted language learning | 智能辅助语言学习 | 21 |
18 | technology integration | 技术整合 | 20 |
19 | game-based learning | 游戏驱动学习 | 20 |
20 | technology acceptance model | 技术接受模型 | 19 |
21 | automatic speech recognition | 语音自动识别 | 19 |
22 | blog | 博客 | 19 |
23 | educational technology | 教育技术 | 18 |
24 | digital game | 数字游戏 | 18 |
25 | digital literacy | 数字素养 | 17 |
26 | social networking | 社交网络 | 16 |
27 | augmented reality | 增强现实 | 16 |
28 | automated feedback | 自动反馈 | 14 |
29 | data-driven learning | 数据驱动学习 | 13 |
30 | digital storytelling | 数字故事 | 13 |
序号 | 关键词 | 中文翻译 | 频次 |
---|---|---|---|
1 | corpus | 语料库 | 138 |
2 | web 2.0 | web 2.0 | 137 |
3 | video | 视频 | 120 |
4 | mobile assisted language learning(mall) | 移动辅助语言学习 | 97 |
5 | software | 软件 | 78 |
6 | social media | 社交媒体 | 64 |
7 | apps | 应用 | 59 |
8 | computer-mediated communication(cmc) | 计算机中介交流 | 49 |
9 | mobile learning | 移动学习 | 42 |
10 | wiki | 维基百科 | 39 |
11 | online learning | 在线学习 | 37 |
12 | natural language processing | 自然语言处理 | 30 |
13 | machine learning | 机器学习 | 27 |
14 | gamification | 游戏化 | 27 |
15 | virtual reality | 虚拟现实 | 26 |
16 | artificial intelligence | 人工智能 | 24 |
17 | intelligent computer-assisted language learning | 智能辅助语言学习 | 21 |
18 | technology integration | 技术整合 | 20 |
19 | game-based learning | 游戏驱动学习 | 20 |
20 | technology acceptance model | 技术接受模型 | 19 |
21 | automatic speech recognition | 语音自动识别 | 19 |
22 | blog | 博客 | 19 |
23 | educational technology | 教育技术 | 18 |
24 | digital game | 数字游戏 | 18 |
25 | digital literacy | 数字素养 | 17 |
26 | social networking | 社交网络 | 16 |
27 | augmented reality | 增强现实 | 16 |
28 | automated feedback | 自动反馈 | 14 |
29 | data-driven learning | 数据驱动学习 | 13 |
30 | digital storytelling | 数字故事 | 13 |
序号 | 关键词 | 中文翻译 | 频次 |
---|---|---|---|
1 | L2/second language | 第二语言 | 682 |
2 | English as a foreign language(EFL) | 英语作为第二语言 | 572 |
3 | vocabulary | 词汇 | 388 |
4 | reading | 阅读 | 314 |
5 | foreign language | 外语 | 296 |
6 | listening | 听力 | 171 |
7 | pronunciation | 发音 | 167 |
8 | speech | 口语 | 151 |
9 | vocabulary learning/acquisition | 词汇学习/习得 | 147 |
10 | acquisition | 习得 | 141 |
11 | grammar | 语法 | 101 |
12 | Spanish | 西班牙语 | 75 |
13 | second language acquisition(SLA) | 第二语言习得 | 64 |
14 | complexity | 复杂度 | 57 |
15 | reading comprehension | 阅读理解 | 55 |
16 | L1 | 第一语言 | 51 |
17 | academic writing | 学术写作 | 46 |
18 | listening comprehension | 听力理解 | 43 |
19 | collaborative writing | 协同写作 | 41 |
20 | automated writing eva- luation(AWE) | 作文自动评估 | 39 |
21 | language skills | 语言技能 | 33 |
22 | spelling | 拼写 | 33 |
23 | language proficiency | 语言能力 | 30 |
24 | speaking skills | 口语技巧 | 25 |
25 | L2 writing | 第二语言写作 | 23 |
26 | language development | 语言发展 | 23 |
27 | automatic speech recognition(ASR) | 自动语音识别 | 19 |
28 | EFL writing | 英语二语写作 | 15 |
29 | oral proficiency | 口语能力 | 14 |
30 | writing quality | 写作质量 | 14 |
序号 | 关键词 | 中文翻译 | 频次 |
---|---|---|---|
1 | L2/second language | 第二语言 | 682 |
2 | English as a foreign language(EFL) | 英语作为第二语言 | 572 |
3 | vocabulary | 词汇 | 388 |
4 | reading | 阅读 | 314 |
5 | foreign language | 外语 | 296 |
6 | listening | 听力 | 171 |
7 | pronunciation | 发音 | 167 |
8 | speech | 口语 | 151 |
9 | vocabulary learning/acquisition | 词汇学习/习得 | 147 |
10 | acquisition | 习得 | 141 |
11 | grammar | 语法 | 101 |
12 | Spanish | 西班牙语 | 75 |
13 | second language acquisition(SLA) | 第二语言习得 | 64 |
14 | complexity | 复杂度 | 57 |
15 | reading comprehension | 阅读理解 | 55 |
16 | L1 | 第一语言 | 51 |
17 | academic writing | 学术写作 | 46 |
18 | listening comprehension | 听力理解 | 43 |
19 | collaborative writing | 协同写作 | 41 |
20 | automated writing eva- luation(AWE) | 作文自动评估 | 39 |
21 | language skills | 语言技能 | 33 |
22 | spelling | 拼写 | 33 |
23 | language proficiency | 语言能力 | 30 |
24 | speaking skills | 口语技巧 | 25 |
25 | L2 writing | 第二语言写作 | 23 |
26 | language development | 语言发展 | 23 |
27 | automatic speech recognition(ASR) | 自动语音识别 | 19 |
28 | EFL writing | 英语二语写作 | 15 |
29 | oral proficiency | 口语能力 | 14 |
30 | writing quality | 写作质量 | 14 |
序号 | 关键词 | 中文翻译 | 频次 |
---|---|---|---|
1 | feedback | 反馈 | 447 |
2 | motivation | 动机 | 197 |
3 | university students/college students | 大学生 | 85 |
4 | integration | 融合 | 83 |
5 | anxiety | 焦虑 | 78 |
6 | learning environment | 学习环境 | 68 |
7 | perception | 感知 | 67 |
8 | self-efficacy | 自我效能感 | 55 |
9 | attitude | 态度 | 53 |
10 | collaborative learning | 协作学习 | 48 |
11 | input | 输入 | 48 |
12 | peer feedback | 对等反馈 | 45 |
13 | cognitive load | 认知负荷 | 42 |
14 | blended learning | 混合学习 | 42 |
15 | flipped classroom | 翻转课堂 | 38 |
16 | corrective feedback | 纠正性反馈 | 36 |
17 | systematic review | 系统评价 | 27 |
18 | game-based learning | 基于游戏的学习 | 20 |
19 | learner autonomy | 自主学习者 | 19 |
20 | dynamic assessment | 动态评估 | 18 |
21 | learning analytics | 学习分析 | 14 |
22 | formative assessment | 形成性评估 | 11 |
23 | active learning | 自主学习 | 10 |
24 | collaborative language learning | 协作语言学习 | 10 |
25 | working memory | 工作记忆 | 9 |
26 | experiential learning | 体验式学习 | 9 |
27 | call teacher education | 计算机辅助语言学习教师教育 | 9 |
28 | individual difference | 个体差异 | 9 |
29 | self-regulated learning | 自我调节学习 | 8 |
30 | sociocultural theory | 社会文化理论 | 7 |
序号 | 关键词 | 中文翻译 | 频次 |
---|---|---|---|
1 | feedback | 反馈 | 447 |
2 | motivation | 动机 | 197 |
3 | university students/college students | 大学生 | 85 |
4 | integration | 融合 | 83 |
5 | anxiety | 焦虑 | 78 |
6 | learning environment | 学习环境 | 68 |
7 | perception | 感知 | 67 |
8 | self-efficacy | 自我效能感 | 55 |
9 | attitude | 态度 | 53 |
10 | collaborative learning | 协作学习 | 48 |
11 | input | 输入 | 48 |
12 | peer feedback | 对等反馈 | 45 |
13 | cognitive load | 认知负荷 | 42 |
14 | blended learning | 混合学习 | 42 |
15 | flipped classroom | 翻转课堂 | 38 |
16 | corrective feedback | 纠正性反馈 | 36 |
17 | systematic review | 系统评价 | 27 |
18 | game-based learning | 基于游戏的学习 | 20 |
19 | learner autonomy | 自主学习者 | 19 |
20 | dynamic assessment | 动态评估 | 18 |
21 | learning analytics | 学习分析 | 14 |
22 | formative assessment | 形成性评估 | 11 |
23 | active learning | 自主学习 | 10 |
24 | collaborative language learning | 协作语言学习 | 10 |
25 | working memory | 工作记忆 | 9 |
26 | experiential learning | 体验式学习 | 9 |
27 | call teacher education | 计算机辅助语言学习教师教育 | 9 |
28 | individual difference | 个体差异 | 9 |
29 | self-regulated learning | 自我调节学习 | 8 |
30 | sociocultural theory | 社会文化理论 | 7 |
[1] |
德法伊. 外语教学法视域下的母语、外语和第二语言:兼议外语学习者的语言意识表征[J]. 傅荣,张丹,译.法语国家与地区研究, 2022(1): 40-44,90.
|
[2] |
doi: 10.1080/09588220500442632 URL |
[3] |
郑春萍. 计算机辅助语言学习的国际动态与研究热点:2010-2014年CALL论文关键词分析[J]. 现代教育技术, 2015, 25(7):75-81.
|
[4] |
尹婷, 焦建利. 计算机辅助语言学习研究方法的新进展[J]. 外语电化教学, 2018(5):8-12,18.
|
[5] |
doi: 10.1017/S0958344014000287 URL |
[6] |
|
[7] |
doi: 10.1002/(ISSN)1097-4571 URL |
[8] |
doi: 10.1080/09588221.2012.700315 URL |
[9] |
孙欣, 詹青龙. 高频术语视角下对眼动追踪技术研究文献的可视化分析[J]. 中国科技术语, 2021, 23(1):71-80.
doi: 10.3969/j.issn.1673-8578.2021.01.010 |
[10] |
陈悦, 陈超美, 刘则渊, 等. CiteSpace知识图谱的方法论功能[J]. 科学学研究, 2015, 33(2):242-253.
|
[11] |
叶丽珍. 计算机辅助语言学习初探[J]. 科技信息, 2008(33):634,642.
|
[12] |
|
[13] |
|
[14] |
doi: 10.1017/S0958344020000051 URL |
[15] |
|
[16] |
doi: 10.1080/09588221.2019.1667831 URL |
[17] |
doi: 10.1080/09588221.2017.1308383 URL |
[18] |
doi: 10.1080/09588221.2014.914539 URL |
[19] |
doi: 10.1007/s40299-021-00562-0 |
[20] |
doi: 10.1016/j.compedu.2019.103698 URL |
[21] |
doi: 10.1007/s11423-019-09663-6 |
[22] |
doi: 10.1016/j.eswa.2019.03.003 URL |
[23] |
doi: 10.1080/15391523.2020.1762519 URL |
[24] |
doi: 10.1109/ACCESS.2020.3021383 URL |
[25] |
doi: 10.1016/j.system.2020.102396 URL |
[26] |
|
[27] |
刘珣. 对外汉语教育学引论[M]. 北京: 北京语言文化大学出版社, 2000:1-4.
|
[28] |
|
[29] |
|
[30] |
|
[31] |
doi: 10.1017/S0261444800012970 URL |
[32] |
|
[33] |
doi: 10.1111/jcal.v35.2 URL |
[34] |
doi: 10.1109/TLT.4620076 URL |
[35] |
doi: 10.1080/09588221.2021.1879162 |
[36] |
doi: 10.1007/s10639-020-10146-y |
[37] |
doi: 10.1080/09588221.2021.1980404 |
[38] |
doi: 10.1080/09588221.2020.1774614 URL |
[39] |
doi: 10.1016/j.system.2020.102218 |
[40] |
doi: 10.1075/aila URL |
[41] |
doi: 10.1080/09588221.2017.1329215 URL |
[1] | 孙欣, 詹青龙. 高频术语视角下对眼动追踪技术研究文献的可视化分析[J]. 中国科技术语, 2021, 23(1): 71-80. |
阅读次数 | ||||||
全文 |
|
|||||
摘要 |
|
|||||