Book contents
- Frontmatter
- Contents
- List of figures
- List of abbreviations
- Acknowledgements
- List of contributors
- Introduction
- Chapter 1 Listening
- Chapter 2 Speaking
- Chapter 3 Reading
- Chapter 4 Writing
- Chapter 5 Grammar
- Chapter 6 Vocabulary
- Chapter 7 Discourse
- Chapter 8 Pronunciation
- Chapter 9 Materials development
- Chapter 10 Second language teacher education
- Chapter 11 Psycholinguistics
- Chapter 12 Second language acquisition
- Chapter 13 Bilingualism
- Chapter 14 Sociolinguistics
- Chapter 15 Computer-assisted language learning
- Chapter 16 Observation
- Chapter 17 Classroom interaction
- Chapter 18 English for academic purposes
- Chapter 19 English for specific purposes
- Chapter 20 Assessment
- Chapter 21 Evaluation
- Chapter 22 Syllabus design
- Chapter 23 Language awareness
- Chapter 24 Language learning strategies
- Chapter 25 Task-based language learning
- Chapter 26 Literature in the language classroom
- Chapter 27 Genre
- Chapter 28 Programme management
- Chapter 29 Intercultural communication
- Chapter 30 On-line communication
- Postscript: The ideology of TESOL
- Glossary
- References
- Index
Chapter 30 - On-line communication
Published online by Cambridge University Press: 07 September 2010
- Frontmatter
- Contents
- List of figures
- List of abbreviations
- Acknowledgements
- List of contributors
- Introduction
- Chapter 1 Listening
- Chapter 2 Speaking
- Chapter 3 Reading
- Chapter 4 Writing
- Chapter 5 Grammar
- Chapter 6 Vocabulary
- Chapter 7 Discourse
- Chapter 8 Pronunciation
- Chapter 9 Materials development
- Chapter 10 Second language teacher education
- Chapter 11 Psycholinguistics
- Chapter 12 Second language acquisition
- Chapter 13 Bilingualism
- Chapter 14 Sociolinguistics
- Chapter 15 Computer-assisted language learning
- Chapter 16 Observation
- Chapter 17 Classroom interaction
- Chapter 18 English for academic purposes
- Chapter 19 English for specific purposes
- Chapter 20 Assessment
- Chapter 21 Evaluation
- Chapter 22 Syllabus design
- Chapter 23 Language awareness
- Chapter 24 Language learning strategies
- Chapter 25 Task-based language learning
- Chapter 26 Literature in the language classroom
- Chapter 27 Genre
- Chapter 28 Programme management
- Chapter 29 Intercultural communication
- Chapter 30 On-line communication
- Postscript: The ideology of TESOL
- Glossary
- References
- Index
Summary
Introduction
The term on-line communication refers to reading, writing and communication via networked computers. It encompasses:
synchronous computer-mediated communication, whereby people communicate in real time via chat or discussion software, with all participants at their computers at the same time;
asynchronous computer-mediated communication, whereby people communicate in a delayed fashion by computer, e.g. by email; and
the reading and writing of on-line documents via the internet.
Second language (L2) researchers are interested in two overlapping issues related to on-line communication:
How do the processes which occur in on-line communication assist language learning in a general sense (i.e. on-line communication for language learning)?; and
What kinds of language learning need to occur so that people can communicate effectively in the on-line realm (i.e. language learning for on-line communication)?
Background
On-line communication dates back to the late 1960s, when US researchers first developed protocols that allowed the sending and receiving of messages via computer (Hafner and Lyon 1996). The ARPANET, launched in 1969 by a handful of research scientists, eventually evolved into the internet, bringing together some 200 million people around the world at the start of the twenty-first century. On-line communication first became possible in educational realms in the 1980s, following the development and spread of personal computers. The background to on-line communication in language teaching and research can be divided into two distinct periods, marked by the introduction of computer-mediated communication in education in the mid-1980s and the emergence of the world wide web in the mid-1990s.
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- Publisher: Cambridge University PressPrint publication year: 2001
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