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CRITICAL AWARENESS AND INTERNET SECURITY

 

Despite the fact that the internet resources, these days, play a crucial role in development of language proficiency, there are still some issues and hardships while selecting a necessary material. Obviously, the World Wide Web is full of information, which may sound both positive and negative at the same time. In the past, there was only one teacher to instruct the students, or there was already stepped path according to which the teachers and the students conducted their lessons. Nowadays, however, the humanity is experiencing the era of informational boom, where anyone and anytime may reach an access to the material, figures and other data on the chosen topic. The life has been transformed into an arena, where teachers and students can equally compete for finding the ultimately needed piece of information. Yet, in spite of the easiness of data access, the technological boost, there is still the issue of critical awareness while selecting the information from a very wide range of choices. Therefore, the majority of the students nowadays, encountering a great deal of information, feel disinclination; since this material may serve as the main factor for personal hesitation or even giving preference to not appropriate or even in some cases incorrect and dangerous data.

Internet security is a broad term that refers to the various steps individuals and companies take to protect computers or computer networks that are connected to the Internet. One of the basic facts behind Internet security is that the Internet itself is not a secure environment. The Internet was originally conceived as an open, loosely linked computer network that would facilitate the free exchange of ideas and information. Data sent over the Internet—from personal e-mail messages to online shopping orders—travel through an ever-changing series of computers and network links. As a result, unscrupulous hackers and scam artists have ample opportunities to intercept and change the information. It would be virtually impossible to secure every computer connected to the Internet around the world, so there will likely always be weak links in the chain of data exchange [1].

It seems easy to take the material and study it when there is someone, who chooses and gives the directions. However, in nowadays’ fast-developing world, where the independence and self-study are taking a noticeably high niche, a capability to critically assess the material and select the most appropriate one are crucial. The internet is a powerful tool in hands of a skillful user, who can facilely operate with an unlimited range of information and not to get onto the trap of unnecessary, occasionally, even harmful and dangerous information.

Online libraries and sites, providing e-resources, these days, are integral aspects of university curriculums and have a critical role to play in supporting the core mission of the university that is teaching, learning and making researches. However, according to some adequate source  (2004) most internet users are unaware of the quality and variety of information available. Tiefel pointed out that students are often satisfied with materials that an experienced teacher would find inadequate and /or inappropriate. It has also been proven that the age is also no less essential, since it plays an important role in utilization of e-resources; the younger the student and faculty members are, the more they use electronic sources [2]. However, the quality of the information taken by the users still lags behind the quantity of the young information seekers. It has also been reported that men are heavier users of the Internet and make most use of the more complicated services

Thus, CLA (critical language awareness) can be understood as springing from an earlier movement called ‘language awareness' which developed in England in response to government reports bearing out a pervasive sense of dissatisfaction with English and foreign language education in public schools [3]. Language awareness, initially defined by Fairclough (1992) as "conscious attention to properties of language and language use as an element of language education," is substantially impacted by the experience and perception of the individual. Thus Donmall (1985) describes language awareness as involving  "a person's sensitivity to and conscious awareness of the nature of language and its role in human life". Language awareness, according to Donmall, operates on three distinctive levels:

a)           The cognitive level, referring to awareness of language patterns;

b)          The affective level, i.e., with regard to forming attitudes;

c)            The social level, which references the improvement of learners’ effectiveness as communicators.

At university, students are expected to be able to (according to Critical/Analytical Skills Palgrave Macmillan):

•               Evaluate if the information and materials are appropriate for a particular purpose, and up-to-date;

•               Evaluate whether the evidence or examples used in materials really

proves the point that the author claims;

•               Weigh up opinions, arguments or solutions against appropriate criteria;

•               Think a line of reasoning through to its logical conclusion;

•               Check for hidden bias or assumptions;

•               Check whether the evidence and argument provided really support the

conclusions.

Literature:

1.                     http://www.referenceforbusiness.com

2.                     Farias M. Critical Awareness in Foreign Language Learning // University of Santiago, 2005, p. 211.

3.                     Fariclough, N. Critical awareness // New York: Longman, 1992, pp. 33-57.