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АКТУАЛЬНЫЕ ПРОБЛЕМЫ СОЦИАЛЬНО-ГУМАНИТАРНОГО ОБРАЗОВАНИЯ И НАУКИ

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АКТУАЛЬНЫЕ ПРОБЛЕМЫ СОЦИАЛЬНО-ГУМАНИТАРНОГО ОБРАЗОВАНИЯ И НАУКИ  ____________________________________________________________________________________________________________________________________________________________________________  73 access to the Internet grew 20 percent. Although  English remains the Internet's global lingua franca,  the online content of ths medium is growing more  multilingual. Despite the decline, these are still  encouraging figures for teachers who use the  Internet in the ESL/EFL classroom.  When a website is accessed, the user will  typically see portions of text that are highlighted or  underlined; these are known as hyperlinks, or links,  and they contain coded text that transfers the user  to other websites or to different parts of the same  website. These links can also perform an operation,  such as printing a document or displaying a picture.  All communication activities on the Internet  can be categorized as receptive or interactive [1,  26]. In the context of aural/oral skills, receptive  activities are those done by single users, and  involve listening. In receptive communication,  students receive information from the Web in the  form of text, images, audio, and video. Alexander  and Tate classify websites into five types: (1)  advocacy/opinion websites, 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://dictiona- ry.refer ence.com/; and (5) personal websites which  are set up and maintained by an individual [2, 36- 38].  To practice the listening skill, students can  access websites that contain stored audio or video  files, or that transmit live broadcasts. In order to  listen to and/or watch the material, they must  download files by clicking a link or button, which is  typically labeledListen, Audio, Watch, Video, or Live.  The links that perform these operations are often  designated by an icon, which may be an image of  headsets to listen, or of a video cane» to watch.  In order for the sound and pictures to play,  the user's computer must contain special hardware  and software that supports audio and video. The  hardware necessary play sound and images  includes audio cards, video cards, and speakers.  Although headsets are not always necessary, they  are strongly recommended to prevent cacophony of  individual voices in the classroom or lab. In addition  to a web brows computers must have audio and  video software. The most common programs,  available as free downloads, are Real One Player  (http://www.real.com/),  Wind  Media  Player  (http://www.microsoft.com/win  dows/windowsme- dia/), and Quick Time (http://www.apple.com/quickti- me/). For  receptive  communication  activities,  teachers can either create their activities or have  students access websites that include prepared  exercises. While free websites are available; some  require a fee for access. Randall's ESL Cyber Lis  Lab (http:// www.esl-lab.com!) is a free website  containing hundreds of audio and video files  organized by level of difficulty and covering an array  of life skill topics. Each file s accompanied by self- scoring multiple-choice questions and gap-fill  exercises.  CNN's  San  Francisco  Bureau  (http://www.literacynet.org/cnnsfl) has a free online  literacy website that contains an archive of stories in  several categories that comes with audio, video, and  a corresponding written text as well as several  listening comprehension exercises. Many other  websites contain exercises in minimal pairs, tongue  twisters, diphthongs, and the phonetic alphabet, and  they are available for free to provide students with  listening and pronunciation practice. A listing of  these websites is available from the U.S.  Department of State's Office of English Language  Programs (http://exchanges.state.gov aiucation/eng- teaching/eal- res.htm).  For listening comprehension practice, the  Web offers students access to radio and television  programs, news reports, songs, speeches, inter- views, biographies, advertisements, and movie trai- lers, as well as readings of stories, essays, and  poetry. Files range in size from short sound bites to  full-length programs and continuous broadcasts.  Language teachers can use these web-based audio  and video resources to develop thrown listening  comprehension exercises, just as they would with  other media such as CDs and audiocassettes.  Lafford and Lafford provide some useful  suggestions for creating level-specific web-based  audio and video listening activities. For beginning- level activities, they suggest an exercise where  students listen to a sound file together and then  answer a choice or gist question [3, 215].  There are several benefits to using receptive  communications on the Internet with language  learners. Theoretically, these materials are available  at any time and from anywhere, so long as a  computer with Internet access is available. This  access provides a virtually endless and free supply  of current and authentic materials [3, 225].  Audio and video technologies on the Internet  also have some limitations. In order to successfully  utilize these media, an Internet connection must be  stable and constant. While these features can be  used with dial-up connections, they flow more  smoothly on high-speed broadband connections.  Extensive download times of audio and video, or  any other technical difficulties such as downed  servers, may discourage both students andteachers.  Furthermore, these programs work best on high-end  computers with updated software. These factors,  individually or collectively, have the potential to  exclude students and schools with insufficient  budgets [3, 264].  Interactive communication activities on the  Internet can be synchronous or asynchronous.  Asynchronous activities involve two or more  individuals, do not occur in real-time, and include  composing and answering messages on email and  discussion boards. Given their lack of immediacy-an  element essential to dialogic mimicry asynchronous  жүктеу/скачать 3,59 Mb. Достарыңызбен бөлісу: