- Computer Assisted Language Learning and the Internet
The use of computer technology in the classroom is referred to as Computer Aided
Instruction (CAI).
- Receptive communication on the Web
Communication activities on the Internet can be categorized as receptive or interactive
(Opp-Beckman 1999).
Alexander and Tate (1996) classify
websites into five types:
(1) advocacy/opinionwebsites, such as http://www.tolerance. org/;
(2) business/marketing websites, such as http://www.south-beach-diet.biz/;
(3) news websites,such as http://news.bbc.co.uk/;
(4) informational websites, such as http://dictionary.reference.com/;
and (5) personal websites
- Activities
or have students access websites that include prepared exercises.
- Benefits and limitations
- Interactive communications on the Web
Interactive communication activities on the Internet can be synchronous or asynchronous
(Lafford and Lafford 1997). Asynchronous activities involve two or more individuals, do not occur in real-time, and include composing and answering messages on email and discussion boards.
- Synchronous, Computer-Mediated
Communication programs As a result of the increasing use of interactive multimedia and Internet technologies
for language learning, the term Computer-Mediated Communication (CMC) was coined to describe the interactive use of computer and Internet technologies to communicate, and to differentiate natural language
discourse analysis from computerized interactions (Paramskas 1999).
- Activities
Live chat offers users the possibility to chat in real-time with other users from around the
world.
- Benefits and limitations
--->>The use of computers in the foreign language
classroom has greatly influenced how
teachers teach and students learn, and continuing
advances in Internet technology will
most likely continue to affect the profession.
However, as with many teaching methods,
certain principles must be followed to make
them successful. Egbert, Chao, and Hanson-
Smith (1999, 4) identify the following eight
conditions for optimal language learning
environments:
1. Learners have opportunities to interact
and negotiate meaning.
2. Learners interact in the target language
with an authentic audience.
3. Learners are involved in authentic tasks.
4. Learners are exposed to and encouraged
to produce varied and creative language.
5. Learners have enough time and feedback.
6. Learners are guided to attend mindfully
to the learning process.
7. Learners work in an atmosphere with an
ideal stress/anxiety level.
8. Learner autonomy is supported.
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