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Date Posted: 05:41:46 11/30/04 Tue
Author: Amanda comments
Subject: Re: Final Paper
In reply to: Verônica 's message, "Re: Final Paper" on 14:47:07 11/29/04 Mon

Universidade Federal de Minas Gerais
Faculdade de Letras
Disciplina: Inglês – Produção de textos
Prof.: Kátia Modesto Valério
Aluna: Fernanda Neves Salviano

Computer Networking on Language Learning

Many teachers are against the use of computer networking to improve language learning. They say computer eliminates a number of factors that are practiced in classroom interaction. In front of the computer, students do not have to monitor tone of voice, body language, intonational patterns, and phonetic variance, for example. It is true that on-line classes work only with words on the screen, but they can aid language acquisition in a number of aspects which traditional classes cannot offer. (Swaffar, Romano, Markley & Arens, 1998)

Nowadays, computer has become an important feature of modern life. There is an enormous number of people that uses the computer everyday, sometimes without even being aware of the fact. Its variety of applications made of the computer a part of our everyday life, and this computer revolution can change society radically, including language learning (Ahmad, Corbett, Rogers & Sussex, 1989). In their book entitled Computers, Language Learning and Language Teaching, Khurshid Ahmad, Greville Corbett, Margaret Rogers and Roland Sussex point the advantages of the computer in language learning and the benefits of online classes to teachers and students. The authors state that computers can handle a wide range of activities, benefit teachers with its versatility in handling different kinds of material, and make time available for creative teaching in the parts of the course where the contact with students is more necessary, because teachers do not need to be all the time in direct contact with students. (Ahmad et al., ibid)

Computer networking also helps students because it allows them to choose when to study particular topics and how long to spend on them. With a machine available, students can spend all the time necessary to learn, can take a course – or parts of it – at a distance, and learning sessions can also be more concentrated than normal class sessions. (Ahmad et al., ibid)

Computer can offer interactive learning without tiring, what gives students a feeling of freedom when working (Ahmad et al, ibid). In addition to it, students feel enthusiastic about doing online work because it promotes extended exchanges among them, and it is a good support to learn a foreign language. (Swaffar et al., op cit.)

Next, in networking classes, students can participate much more than in oral ones. Instructors tend to dominate speaking in traditional classes, while in computer networking students generally work more than the instructors (Swaffar et al., ibid). They have to discuss topics suggested by the teacher, to answer his fellows’ questions and, sometimes, to ask for extra explanations about a task. This kind of interaction, besides stimulating students’ (1) participation, also promotes self-esteem.

Another important point to be considered is that an oral class can be frustrating for some students, because they may realize that they cannot express their ideas in a foreign language as well as in their mother tongue. In an online class, however, there is time to reflect about what they are going to write, time to reconsider, to check what other people have written and to review their writing. These facilities also give confidence to students that may be shy to speak in front of fellows that they think are better able to speak the language than they are. (Swaffar et al., ibid)

Concluding, computer networking is an effective way of helping students to express them better. Using Janet Swaffar’s (1998:2) words “...computer networking is more than just a gimmick, more than an enjoyable form of language drill, but a distinctive, perhaps unique, language learning environment”. It is also a comfortable kind of class for those who do not fell fine to speak in front of others.

References:
Swaffar, Janet; Romano, Susan; Markley, Phillip & Arens, Katherine. Language Learning Online. Labyrinth Publications, 1998.
Ahmad, Khurshid; Corbett, Greville; Rogers, Margaret & Suusex, Roland. Computers, Language Learning and Language Teaching. Cambridge University Press, 1989.

Fernanda, I have some suggestions for you to think about. (1) You forgot to mark the possessive. And I guess your conclusion isn’t enough yet, in this way, you may develop it, summarize the advantages you are exploring. Remember to underline the titles in the reference.

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