Статью на тему THE INTERNET FOR ENGLISH TEACHING: GUIDELINES FOR TEACHERS.
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21.06.2018
As has been noted elsewhere, "technology is developing so rapidly that it can often be difficult or even overwhelming to harness, somewhat like trying to get a drink of water from a gushing fire hydrant"). In order to make effective use of new technologies, teachers must thus take a step back and focus on some basic pedagogical requirements. The following guidelines are designed to help teachers implement computer network-based activities into the second language classroom.As has been noted elsewhere, "technology is developing so rapidly that it can often be difficult or even overwhelming to harness, somewhat like trying to get a drink of water from a gushing fire hydrant"). In order to make effective use of new technologies, teachers must thus take a step back and focus on some basic pedagogical requirements. The following guidelines are designed to help teachers implement computer network-based activities into the second language classroom.
THE INTERNET FOR ENGLISH TEACHING GUIDELINES FOR TEACHERS.docx
Xudoyberdiyeva Gulchehra Xudoyberdiyeva
Teacher of English in school 8 in Chirchiq district
THE INTERNET FOR ENGLISH TEACHING: GUIDELINES FOR
TEACHERS
As has been noted elsewhere, "technology is developing so rapidly that it
can often be difficult or even overwhelming to harness, somewhat like trying to get
a drink of water from a gushing fire hydrant"). In order to make effective use of
new technologies, teachers must thus take a step back and focus on some basic
pedagogical requirements. The following guidelines are designed to help teachers
implement computer networkbased activities into the second language classroom.
There are several possible reasons for using the Internet in language
teaching. One rationale is found in the belief that the linguistic nature of online
communication is desirable for promoting language learning. It has been found, for
example, that electronic discourse tends to be more lexically and syntactically
more complex than oral discourse and features a broad range of linguistic functions
beneficial for language learning. Another possible reason for using the Internet is
that it creates optimal conditions for learning to write, since it provides an
authentic audience for written communication. A third possible reason is that it can
increase students' motivation. A fourth possible reason is the belief that learning
computer skills is essential to students' future success; this reason suggests that it is
not only a matter of using the Internet to learn English but also of learning English
to be able to function well on the Internet.
None of these reasons are more or less legitimate than any of the others. However,
since there are so many ways to integrate the Internet into classroom instruction, it
is important for the teacher to clarify his or her goals. If, for example, one of the
teacher's goals is to teach students new computer skills, the teacher may want to
choose Internet applications which will be most useful to them outside of the
classroom, with activities structured so that students steadily gain mastery of more
skills. If the immediate goal is to create a certain kind of linguistic environment for
students, once again, the teacher should consider what types of language
experiences would be beneficial and structure computer activities accordingly. If
the goal is to teach writing, Internet activities should be structured so that they
steadily bring about an increase in the types of writing processes and relationships
essential to becoming a better writer.
Most teachers who have used the Internet have started out with some kind of
simple key pal (computer pen pal) exchanges. And most teachers who have used
these exchanges have felt something lacking. Simply put, there is no more reason to except a significant educational outcome from simply creating a pen pal
connection than there is from simply bringing two students into a room and asking
them to talk. Over time, greater involvement on the teacher's part in creating
learning activities that create sufficient linguistic and cognitive demands on the
student is needed to get maximum benefit from Internet exchanges. And, as a
number of people have noted, this teacher intervention is most successful when it
brings about activities and projects that are wellintegrated into the course
curriculum as a whole.
Beyond these issues of learner preparation, there are a number of other
complexities in introducing Internetbased activities in the ESL classroom.
Activities in a single class may be dependent on scheduling the computer lab, and
on students finding computers outside the class time to continue their activities.
Hardware and software can malfunction and computer systems can be down.
Students' schedules might not permit them to return to the computer lab at a time
when computers are available to complete their assignments.
Exchanges between classes are even more complex. The partner class might have
absent students, or might not meet in a particular week due to holidays or other
activities in that location. The partner teacher might not have the same
understanding of the nature of the exchange, and working through differences can
cause further delays. The students might have differences in background, language,
and experience which can cause further complications.
Mindful of the complexities which can arise in Internet usage, teachers need to
provide support sufficient to prevent students from being overwhelmed by
difficulties. This kind of support can take numerous forms: creating detailed
handouts that students can refer to when class is finished and the teacher's personal
help is not accessible; building technology training sessions into the class schedule,
not only in the beginning but on an ongoing basis; working with the computer
center to set up logon systems and other procedures which are as simple and
intuitive as possible; assigning students to work in pairs or groups, both in and out
of the lab, so that they can provide assistance to each other; providing details to the
students about how and when they can get assistance from technology specialists
or others on campus outside of class; and being available to help students at times
when they are most likely to need it.
Notably favorable is that the nature of computermediated communication creates
opportunities for more decentered interaction. To fully exploit these opportunities,
the teacher must learn to become a "guide on the side" rather than a "sage on the
stage". A situation which is based on communication between students but in
which the students have little say over the topics or outcomes of that communication is not likely to lead to the kind of atmosphere optimal for language
learning.
As pointed out elsewhere, involving students in determining the class direction
does not imply a passive role for teachers. Teachers' contributions in a learner
centered, networkenhanced classroom include coordinating group planning,
focusing students' attention on linguistic aspects of computer mediated texts,
helping students gain metalinguistic awareness of genres and discourses, and
assisting students in developing appropriate learning strategies.
References
Warschauer, M. (1995a). Email For English Teaching. Alexandria, VA: TESOL
Publications.
Warschauer, M. (1995b). Virtual Connections: Online Activities and Projects For
Networking Language Learners. Honolulu, HI: University of Hawai'i Second
Language Teaching and Curriculum Center.
Beeby, C. E. 1966 The quality of education in developing countries, Cambridge
Mass: Harvard University Press
Cerda, C., Leon, M. and Ripoll, M. forthcoming ‘Teachers learning to use
information technology in Chile’ in UNESCO International case studies of teacher
education through distance learning (provisional title), Paris
Статью на тему THE INTERNET FOR ENGLISH TEACHING: GUIDELINES FOR TEACHERS.
Статью на тему THE INTERNET FOR ENGLISH TEACHING: GUIDELINES FOR TEACHERS.
Статью на тему THE INTERNET FOR ENGLISH TEACHING: GUIDELINES FOR TEACHERS.
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