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АКТУАЛЬНЫЕ ПРОБЛЕМЫ СОЦИАЛЬНО-ГУМАНИТАРНОГО ОБРАЗОВАНИЯ И НАУКИ
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| АКТУАЛЬНЫЕ ПРОБЛЕМЫ СОЦИАЛЬНО-ГУМАНИТАРНОГО ОБРАЗОВАНИЯ И НАУКИ
____________________________________________________________________________________________________________________________________________________________________________ 74 activities will not be covered here in detail. Synchronous activities allow two or more users to interact simultaneously from different computers, such as live chatted and instant messaging. These interactive communication activities are undertaken by pairs or groups of users with each user stationed at a different computer, and the tasks involve speaking and listening. Interactive programs on the Internet allow users to communicate by writing and answering text messages in real-time, but many also offer the ability to communicate through audio and video. Because of their similarity to spoken language, text- based electronic communications are considered beneficial to trie enhancement oi students' aural/oral skills. Chun proposes that electronic discussions are similar to written Ianguage in terms ofcomptexity, yet similar to spoken language in function. [4, 56] Moreover, in evaluating email, the most commonly used text-based communication on the Internetother authors consider the language used to be a combination of both oral and writtencommunication. Some of the features that make email writing similar to speech are the lack of capitalization, the use of icons (also called emotions and smileys) to represent emotions, the use of phonetic spelling, and specific punctuation such as exclamation points used to indicate emphasis. 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 successful. Identify the following eight conditions for optimal language learning environments: • Learners have opportunities to interact and negotiate meaning. • Learners interact in the target language with an authentic audience. • Learners are involved in authentic tasks. • Learners are exposed to and encouraged to produce varied and creative language. • Learners have enough time and feedback. • Learners are guided to attend mindfully to the learning process. • Learners work in an atmosphere with an idea stress/ anxiety level. • Learner autonomy is supported. Teachers' Barriers to the Use of Computer- assisted Language Learning The barriers inhibiting the practice of Computer-assisted Language Learning can be classified in the following common categories (a) financial barriers, (b) availability of computer hardware and software, (c) technical and theoretical knowledge, and (d) acceptance of the technology. Financial barriers are mentioned most frequently in the literature by language education practitioners. They include the cost of hardware, software, maintenance (particular of the most advanced equipment), and extend to some staff development. Existing universities policies and procedures for budgeting and accounting were well advanced for classroom instruction. The costs of media were accounted for in the university as a part of the cost of instruction. The most significant aspects of computer are hardware and software. Availability of high quality software is the most pressing challenge in applying the new technologies in education. Underlying this problem is a lack of knowledge of what elements in software will promote different kinds of learning. There are few educators skilled in designing it because software development is costly and time- consuming McClelland indicated having sufficient hard- ware in locations where learners have access to it problematic and is, of course, partly a financial prob- lem. Computer hardware and software compatibility goes on to be a significant problem. Choosing hardware is difficult because of the many choices of systems to be used in delivering education, the delivery of equipment, and the rapid changes in technology [5, 87]. A lack of technical and theoretical knowledge is another barrier to the use of Computer-assisted Language Learning technology. Not only is there a shortage of knowledge about developing software to promote learning, as shown above, but many instructors do not understand how to use the new technologies. Furthermore, little is known about integrating these new means of learning into an overall plan. In the communication between McClelland and C. Dede, Dede indicated the more powerful technologies, such as artificial intelligence in computers, might promote learning of higher- order cognitive skills that are difficult to access with today's evaluation procedures and, therefore, the resulting pedagogical gains may be under-valued. Improper use of technologies can affect both the teacher and learner negatively We live in a time change. Gelatt stated that change itself has changed. Change has become so rapid, so turbulent, and so unpredictable that is now called "white water" change [5, 110]. Murphy & Terry indicated the current of change move so quickly that they destroy what was considered the norm in the past, and by doing so, create new opportunities[6, 102].But, there is a natural tendency for organizations to resist change. Wrong conceptions about the use of technology limit innovation and threaten teachers' job and security. Instructors are tend not to use technologies that require substantially more preparation time, and it is tough to provide instructors and learners access to technologies that are easy to use [7, 284]. Engaging in Computer-assisted Language Learning is a continuing challenge that requires time and commitment. As we approach the 21st century, we realize that technology as such is not the answer |