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Top1. Introduction
In recent years the number of foreign students in University of Science and Technology Liaoning (USTL) has grown gradually, especially the number of foreign academic degree students has grown quickly. Under this circumstance, it is spectacularly important to reinforce and improve the teaching process for these international undergraduate students. The traditional teaching mode is based on behaviorism. The center of this mode is the teachers' teaching, and the students passively accept the teacher's knowledge. This mode is used in English teaching of our country hundreds of years, which has a profound historical practice. However, this pattern have many disadvantages, such as single teaching methods, one-way infusion of knowledge, examination so on, which fundamentally bounds the development of English teaching. Thus, the reform of the traditional English teaching mode is imminent. In recent years, the rapid development of network and multimedia technology can solve the problem in the English teaching. The application of network and multimedia can make English teaching rich interesting, instructive, interactivity, so as to improve the teaching quality. The past decades have witnessed the dramatic change in the application of computer and multimedia technology in the classroom teaching, and E-commerce English instruction is no exceptions. There is no doubt that the implementation of computer and multimedia technology has become a genuine help in the instruction of classroom teaching. The function of computer and multimedia technology has undergone swift development in the process of classroom teaching, especially English language teaching, and Ecommerce English instruction as well. Consequently, the function of computer and multimedia technology has become an indispensable part in the process of classroom teaching. It is common phenomenon that teachers implement computer and multimedia technology in their classroom instruction in order to aid the quality and effectiveness of their teaching. Thus, the computer is moving gradually from assistance to autonomy in foreign language teaching and computer autonomous language teaching is facilitated with the development of artificial intelligence, digitization and information technology, the computer autonomous teaching will make it possible to conduct cooperative, individual teaching in virtual situation.
With the rapid development of Internet technology, the network has been to every family, which is deep into people's lives, study, work and other aspects, the world has entered an unprecedented era of global intonation. The traditional Web application development tools (ASP, PHP, and JSP), the page display and most of the business logic as well as the data processing are concentrated in the page code, business logic, data processing and page display strong coupling. Web application extension is more difficult to maintain, code reuse is very low and the high cost of development is not conducive to the developer division of labor, large-scale web application development on the increasingly appearance to be inadequate. Therefore, the urgent need is for a new web application design and development tools. In the past, the language curriculum and classroom were examined in terms of the textbooks used as well as the language and behavior of the teachers and students. Today, however, the textbook often comes with a CD-ROM and has a companion website. Some textbooks are intended to be used with online materials in a learning management system that the publisher maintains and the instructor may have a website or model course set up as well. The course activities on the web would not necessarily be limited to these, as students might use email, instant messenger and Skype to communicate with other students or other speakers of the target language at a remote location. In fact, the students and teacher may not ever meet in a classroom together, but instead may meet virtually on a course website in a distance learning program. In view of today’s realities in the China, United States, Canada and many other countries, the historically constructed line between applied linguists who work in Internet-based language learning and those who produce other forms of language learning materials is difficult to maintain and not very useful. In a sense, today almost anyone who is working on materials for classroom language learning is working in Internet-based language learning. This vertical spread of Internet-based language learning and the considerable activity surrounding its development and evaluation prompts reconsideration of all language learning materials.