Since the last two decades of the past century, technology, more specifically computers, have developed so impressively that it has dramatically changed every aspect of society, especially education. The Computer Medi...Since the last two decades of the past century, technology, more specifically computers, have developed so impressively that it has dramatically changed every aspect of society, especially education. The Computer Mediated Communication （CMC） technology is therefore radically discussed by researchers for its great impacts on English language learning. Based upon thorough literature review and practical survey, this paper demonstrates modem CMC technology and textism phenomenon and makes an analysis of its significant impacts on English language learning. It aims to answer the typical blessing-or-nightmare question, and shed some light on the research of modern information communication technolo^v in lanwaa^e education.展开更多
The global spread of English as a Lingua Franca （ELF） has implications for practice in English Language Teaching （ELT） classrooms. This paper presents a study on attitudes toward ELF which is crucial to its incorp...The global spread of English as a Lingua Franca （ELF） has implications for practice in English Language Teaching （ELT） classrooms. This paper presents a study on attitudes toward ELF which is crucial to its incorporation because attitudes influence the learning output in ELT. It uses a mixed method approach through a questionnaire survey on attitudes toward ELF, which contains a modified Verbal Guise Technique （VGT）, complemented with semi-structured interviews. Seventy university students and 4 lecturers from three English departments in Japan （Waseda University and Sophia University） and Indonesia （Universitas Negeri Jakarta） were involved in filling out the questionnaire and semi structured interview sessions. The results highlight positive attitudes towards ELF and its incorporation into ELT （Japan： 3.71, and Indonesia： 3.51）. In addition, factors which influence these attitudes （aspects related to language learning experience） were proven significant. The interview sessions also suggest ways to incorporate an ELF perspective into the ELT classrooms. Further, it addresses the issue of the gap between theory and practice in research on Global Englishes in Language Teaching （GELT） where a ＂conceptual gap＂ is often found. The study is of value to those interested in ELT curriculum evaluation and design to meet the needs of both ELT and ELF community in countries like Japan and Indonesia.展开更多
文摘Since the last two decades of the past century, technology, more specifically computers, have developed so impressively that it has dramatically changed every aspect of society, especially education. The Computer Mediated Communication （CMC） technology is therefore radically discussed by researchers for its great impacts on English language learning. Based upon thorough literature review and practical survey, this paper demonstrates modem CMC technology and textism phenomenon and makes an analysis of its significant impacts on English language learning. It aims to answer the typical blessing-or-nightmare question, and shed some light on the research of modern information communication technolo^v in lanwaa^e education.
基金sponsored by Indonesia Endowment Fund for Education,The Ministry of Finance of the Republic of Indonesia
文摘The global spread of English as a Lingua Franca （ELF） has implications for practice in English Language Teaching （ELT） classrooms. This paper presents a study on attitudes toward ELF which is crucial to its incorporation because attitudes influence the learning output in ELT. It uses a mixed method approach through a questionnaire survey on attitudes toward ELF, which contains a modified Verbal Guise Technique （VGT）, complemented with semi-structured interviews. Seventy university students and 4 lecturers from three English departments in Japan （Waseda University and Sophia University） and Indonesia （Universitas Negeri Jakarta） were involved in filling out the questionnaire and semi structured interview sessions. The results highlight positive attitudes towards ELF and its incorporation into ELT （Japan： 3.71, and Indonesia： 3.51）. In addition, factors which influence these attitudes （aspects related to language learning experience） were proven significant. The interview sessions also suggest ways to incorporate an ELF perspective into the ELT classrooms. Further, it addresses the issue of the gap between theory and practice in research on Global Englishes in Language Teaching （GELT） where a ＂conceptual gap＂ is often found. The study is of value to those interested in ELT curriculum evaluation and design to meet the needs of both ELT and ELF community in countries like Japan and Indonesia.
