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1、TheInternetforEnglishTeaching:GuidelinesforTeachersMarkWarschauermarkw[at]hawaii.eduhttp://www.lll.hawaii.edu/markwUniversityofHawaiiatManoaP.FawnWhittakerwhittakf[at]byuh.eduBrighamYoungUniversity-HawaiiOriginallypublishedintheTESLReporter30,1(1997),p
2、p.27-33Teachershavebeenusingonlinecommunicationinthelanguageclassroomformorethantenyearsnow.FromaninvestigationoftheexperiencesofdozensofteachersaroundtheworldwhohaveusedtheInternetinlanguageteaching(Warschauer,l995a;l995b;1996c;1996d),afewcommonguidel
3、inesemergethatcanassistteachersinsuccessfullyplanningandimplementingnetwork-basedlearningprojects.GuidelinesReaderswillnotethattheseguidelinesareindependentoftheparticulartechnologicaltoolsbeingused.Ashasbeennotedelsewhere,"technologyisdevelopingsorapi
4、dlythatitcanoftenbedifficultorevenoverwhelmingtoharness,somewhatliketryingtogetadrinkofwaterfromagushingfirehydrant"(Warschauer,l995b.p.xv).Inordertomakeeffectiveuseofnewtechnologies,teachersmustthustakeastepbackandfocusonsomebasicpedagogicalrequiremen
5、ts.Thefollowingguidelinesaredesignedtohelpteachersimplementcomputernetwork-basedactivitiesintothesecondlanguageclassroom.#1:ConsiderCarefullyYourGoalsThereareseveralpossiblereasonsforusingtheInternetinlanguageteaching.Onerationaleisfoundinthebeliefthat
6、thelinguisticnatureofonlinecommunicationisdesirableforpromotinglanguagelearning.Ithasbeenfound,forexample,thatelectronicdiscoursetendstobemorelexicallyandsyntacticallymorecomplexthanoraldiscourse(Warschauer,1996a)andfeaturesabroadrangeoflinguisticfunct
7、ionsbeneficialforlanguagelearning(Chun,1994;Kern,1995;Wang,1993).AnotherpossiblereasonforusingtheInternetisthatitcreatesoptimalconditionsforlearningtowrite,sinceitprovidesanauthenticaudienceforwrittencommunication(see,forexampleJanda,1995).Athirdpossib
8、lereasonisthatitcanincreasestudents'motivation(Warschauer,1996c).Afourthpossiblereasonisthebeliefthatlearningcomputerskillsisessentialtostudents'futuresuccess;thisreasonsuggeststhatitisnotonlyamatterofusingtheInternettolearnEnglishbutal
