Opis
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. Spis treściAcknowledgements 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 i