English language teaching In the Internet-assisted environment. Issues in the use of the web as a teaching medium

English language teaching In the Internet-assisted environment. Issues in the use of the web as a teaching medium

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The present work deals with the notion of the Internet as a teaching medium, describing extensively various aspects of the teachinig process, such as available Internet-based activity formats (chapter 1), tools for possible use in an Internet classroom (chatpers 2 and 3) and Internetassisted language skills instruction (chapter 4). The issue of designing Internet-based language teaching, both on the level of an individual lesson and the overall curriculum, is addressed in chapter 5, while chapter 6 contains a discussion of practical aspects of organising, managing and troubleshooting an Internet-based classroom.


Liczba stron348
WydawcaWydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
ISBN-13978-83-227-2726-3
Język publikacjiangielski
Informacja o sprzedawcyRavelo Sp. z o.o.

Ciekawe propozycje

Spis treści

  Acknowledgements    5
  Abbreviations used    9
  Introduction    17
  
  Chapter one. Web-Based Activity Formats    23
  1.1. Treasure hunts(scavenger hunts)    24
  1.1.1. Definition and typology    24
  1.1.2. Benefits and drawbacks of implementing treasure hunt in language teaching    26
  1.1.3. Constructing treasure hunts    27
  1.2. Virtual fieldtrips (telefieldtrips)    28
  1.2.1. Definition and characteristics    28
  1.2.2. Types of virtual fieldtrips    31
  1.2.3. The rationale for incorporating virtual fieldtrips in the language classroom    32
  1.2.4. Designing and running teacher-made virtual fieldtrips    33
  1.3. Keypal exchanges    36
  1.3.1. Keypal activities vs. traditional exchanges    36
  1.3.2. Implementations of keypal exchanges in the foreign language classroom    38
  1.3.3. Starting a keypal exchange    39
  1.3.4. Preparing and running an exchange    41
  1.3.5. Developing an exchange into a larger-scale project    43
  1.3.6. Pitfalls to avoid in conducting language-oriented keypal exchanges    45
  1.4. Other interpersonal exchange activities    46
  1.4.1. Variations of interpersonal exchange activities    46
  1.4.2. Arguments for the introduction of interpersonal exchange activities in the foreign language curriculum    49
  1.4.3. Applications of interpersonal exchange activities    49
  1.4.4. Creating and impelementing an interpersonal exchange activity    50
  1.5. WebQuests    53
  1.5.1. Definition    53
  1.5.2. A taxonomy if WebQuests and WebQuest tasks    55
  1.5.3. Reasons for including WebQuests in language instruction    56
  1.5.4. Selecting and designing WebQuests    58
  1.5.5. Running a WebQuests lesson    60
  1.6. Online research modules    61
  1.6.1. The characteristics of online research modules    61
  1.6.2. Creating online research modules    64
  1.7. Online simulations    65
  1.8. Other Internet-based activity structures    67
  
  Chapter Two. Reference Tools in the Internet-Assisted Classroom    69
  
  2.1. Online reference tools for strategy training    70
  2.1.1. Online dictionaries: typology and features    70
  2.1.2. Reference tools for ESP: specialized dictionaries, glossaries and terminology databanks    73
  2.1.3. Mono-and bilingual glossaries as an element of teacher resourcing    74
  2.1.4. A general dictionary expandable with downloadable modules    75
  2.1.5. Modes of dictionary access    76
  2.1.6. Online resourcing-a proposal for strategy training    78
  2.2. Corpora and concordancing in the language classroom    84
  2.2.1. Corpora-definitions and taxonomies    85
  2.2.2. promoting learning skills with corpus consultation procedures    87
  2.2.3. Obstacles to the use of concordancing in the language classroom     88
  2.2.4. Implementing concordancing in the language instruction    89
  2.2.5. Concordancing tools for the language classroom    93
  
  Chapter Three. Communication tools for the Internet-Assisted Classroom    97
  
  3.1. Blogging for EFL- using blogs to enhance language learning    98
  3.1.1. Definition of blogs    98
  3.1.2. General characteristics of blogs    99
  3.1.3. Blogs types    101
  3.1.4. Blogs in teaching English as a foreign language    104
  3.2. A wikiwiki classroom-real-time interactive tools in teaching writing    106
  3.2.1. Defining wikis    106
  3.2.2. The origins and development of the “Wiki Movement”     108
  3.2.3. The rationale for wiki use in a foreign language writing programme    109
  3.2.4. The procedure for building one’s own wiki    111
  3.2.5. Problems and solutions to wiki use    113
  3.3. MOOs and Virtual Reality    114
  3.3.1. MOOs-definition and historical background    114
  3.3.2. Arguments for use of MOOs in language learning    116
  3.3.3. Problems in the classroom use of MOO    118
  3.3.4. Examples of Educational MOOs(EduMOOs)    120
  3.3.4.1. SchMOOze University(http://schmooze.hunter.cuny.edu:8888)    121
  3.3.4.2. Diversity University (http://www.du.org)    122
  3.3.4.3. Tapped In (http://www.tappedin.org)    122
  3.3.5. Guidelines for successful implementation of MOOs in the language classroom    123
  3.3.6. From text-based reality to multimedia virtual reality    125
  3.4. Computer conferencing in the blended classroom    128
  3.4.1. Defining and characterizing computer conferencing    128
  3.4.2. The rationale for the incorporation of computer conferencing in the language classroom    130
  3.4.3. Applications of real-time conferencing in foreign language teaching    132
  3.4.4. Classroom conferencing problems and drawbacks    134
  3.4.5. preparing a foreign language classroom for computer conferencing    136
  3.4.6. Conferencing in the classroom-technological solutions    137
  
  Chapter Four. Teaching language Skills in the Internet-Based Environment    143
  
  4.1 Web-assisted listening comprehension    144
  4.1.1. The characteristics of listening instruction in the blended learning environment    144
  4.1.2. Online listening materials    147
  4.1.3. Digital video in the foreign language classroom    152
  4.1.4. Text-to-Speech technology in developing listening comprehension skills    154
  4.1.5. Authoring listening materials    157
  4.1.6. Internet-mediated listening activities    160
  4.2. Developing reading skills in the Internet-mediated classroom    162
  4.2.1. General consideration of the reading instruction    162
  4.2.2. Types of online reading materials    164
  4.2.3. The reading instruction in the Internet-assisted environment    167
  4.2.3.1. Pre-reading activities    167
  4.2.3.2. While-reading activities and the use of reference tools    168
  4.2.3.3. Post-reading productive work    170
  4.2.4. Internet-based reading activities
  4.2.5. Electronic authoring of reading materials    175
  4.3. Developing writing skills in the blended learning context    176
  4.3.1. The rationale for Web-based writing instruction    177
  4.3.2. The approaches to teaching writing online    179
  4.3.2.1. Writing as a process    179
  4.3.2.2. Writing as a product    180
  4.3.2.3. Writing as a collaborative activity    182
  4.3.2.4. Writing as a follow-up to Internet-based activities    183
  4.3.3. Facilitating writing with computer tools    184
  4.3.4. Computer applications in the writing classroom    186
  4.3.4.1. Emailing    187
  4.3.4.2. Webpublish 4.ing    188
  4.3.4.3. Electronic portfolios    191
  4.3.5. Examples of Web-based environment    193
  4.4. Developing speaking skills in the Web-based environment    193
  4.4.1. Web-based communicative teaching and Project-oriented CALL(PrOCALL)    194
  4.4.2. Internet-mediated communicative tasks    195
  4.4.3. Approaches to Internet-assisted speaking instruction    198
  4.4.3.1. The Web as input for speaking activities    198
  4.4.3.2. Online materials as models for the development of speaking skills    200
  4.4.3.3. Computer-Assisted Classroom Discussion    202
  4.4.4. Developing and delivering computer presentations    204
  4.4.5. Internet-based speaking lesson plans    208
  4.5. Web-based pronunciation teaching    211
  4.5.1. The Web-based learning environment and the development of pronunciation skills    211
  4.5.2. Phases of pronunciation teaching in the Web-enhanced classroom    213
  4.5.2.1. Discrimination    213
  4.5.2.2. Presentation    217
  4.5.2.3. Practice    220
  4.5.2.4. Production    222
  4.5.3. Online pronunciation teaching    224
  
  Chapter Five. Developing an Internet-Based Component to Supplement Coursebook Teaching    227
  
  5.1. The motivation for the curricular innovation    228
  5.2. The curricular contexts    231
  5.2.1. Public language education    231
  5.2.2. ESP instruction at the tertiary level    233
  5.3. The process of adapting, designing and evaluating the curriculum    235
  5.3.1. Conceptualising the curriculum    235
  5.3.2. The procedure of creating the Internet-based curricular supplement    237
  5.3.3. Anticipating problems    239
  5.4. Sample curriculum products    241
  5.4.1. The Internet-based general English component    241
  5.4.2. The Internet-based English for Specific Purposes component    247
  
  Chapter Six. Organising and Managing the Web-Based Classroom    251
  
  6.1. Learner skills    252
  6.1.1. Computer skills    253
  6.1.2. Web skills    254
  6.1.3. language skills    255
  6.1.4. Learner training    255
  6.2. Teacher skills    257
  6.2.1. technical skills    257
  6.2.2. Other skills    258
  6.2.3. Opportunities for self-study ICT teacher training    259
  6.2.4. A proposal for a pre-service ICT teacher training system    265
  6.2.4.1. issues of content selection    265
  6.2.4.2. Distribution of training in the foreign philology curriculum    267
  6.3. Technological requirements    270
  6.3.1. Lab access, layout and organization    270
  6.3.2. The Internet connection    274
  6.3.3. Software    276
  6.3.4. Hardware and system requirements    280
  6.4. Adding a Web presence to the classroom- from a class website to a Learning Management System    283
  6.4.1. The rationale for a Web presence in a language course    283
  6.4.2. Designing teacher websites    284
  6.4.3. Using a Web-based classroom assistant (Nicenet)    286
  6.4.4. Setting up a dedicated discussion group to enhance a course    288
  6.4.5. managing Web-based instruction with a Learning Management System    290
  6.5. Running an Internet lesson    294
  6.5.1. teacher roles in the Web-based classroom    294
  6.5.2. maintaining discipline in the Web-assisted environment    296
  
  General conclusions    299
  References    303
  Appendices    332
  
  Appendix 1. Examples of Internet-based activity formats    323
  Appendix 2. Online reference tools    328
  Appendix 3. Sample computer conferencing resources    330
  Appendix 4. Internet-based lesson plans    332
  Summary    347
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