Педагогические  науки/5.Современные методы преподавания

Serikova R.S., Zhussupova R.F.

Eurasian National University named after L.N. Gumilyov, Kazakhstan

Computer-mediated communication

The development of the computer along with the widespread use of the Internet has rapidly promoted Computer Mediated Communication (CMC) as a very important communication media, which has been used widely and effectively, and has a profound effect on many aspects of education. Alongside face-to-face (FTF) communication, writing and printed material, CMC - as the fourth revolution in the means of knowledge production and as a new medium with unique characteristics - is becoming an increasingly significant element in teaching and learning environments. CMC-based Computer Assisted Language Learning (CMC-CALL) has considerably revolutionized the world of education by offering countless new ways to teach and to learn [1].

Researchers are constantly exploring how CMC may contribute to the education process in particular socio-cultural settings while also identifying some of its limitations. It has introduced us the idea of new literacy and language genres; and at the same time, has blurred the line between written and oral communication. A thorough understanding of CMC-supported learning processes is unequivocally essential for not only educators but language teachers as well.

CMC has been extensively researched from various disciplinary and methodological perspectives. Various definitions have been offered from a diversity of perspectives. CMC, as first coined by Hiltz and Turoff (1978), was originally defined as “the process by which people create, exchange, and perceive information using networked telecommunications systems that facilitate encoding, transmitting, and decoding messages” [1]. Similarly, CMC is openly delineated as communication taking place between human beings via the instrumentality of computers. Technically, CMC is widely known as a transmission and reception of messages using computers as input, storage, output, and routing devices.

A human-oriented description of CMC can be perceived as any form of organized computer-supported interaction between people; or as an environment in which users interact with other users over the network [2]. When viewed as tools, CMC is examined from technological aspects that provide the medium for communication. Other aspects are revealed when CMC is perceived as a communication process, which includes the message, the sender and the receiver.

Now, here we analyze the forms of implementing CMC.

Mostly, there are the possible applications of CMC which are extremely diverse:

1. Text chats

Text chat is a synchronous form of communication involving, exactly as the term suggests, people communicating through writing to each other, using their computer keyboard as the mode of input. It is possible to chat with one person online, or several. One of the commonest types of text chat is chatting to others in a chat room- a virtual space where users can read on-screen messages. The learners may well be already using text-based CMC and communicating in English with friends across the world as a part of their everyday lives. Similar activities in classes can be incorporated and learners can communicate with other learners around the world. The first thing to do is set up chat by using a program such as MSN Messenger. This is quite easy because all we need to do is follow the online instructions. Visit: http:webmessenger.msn.com. The first

step after signing up is to add people to our address book. Learners should have accounts. Internet users can log on to one of the many chat rooms and join in one of the many topics being discussed with participants from all over the world.

Here, we would like to demonstrate the usage of text chats.

Chat may well offer learners a chance to develop their language abilities. For instance, when text chat conversation partners do not understand what a learner has written, they will tell them, forcing the writer to rephrase his or her message. One of the main benefits offered by chatting is the fact that some learners who are normally shy in a face-to-face class may actually become less shy and express themselves in a different way through a different medium. The use of chat outside the classroom may help to make the group get together, and could have a socially cohesive purpose.

2. Email

Email stands for electronic mail. It is possible to send an email to one person or many. We can also send attachments in a range of file formats. It is not always easy to convey emotions in the sending of emails. This has given rise to the emergence of ‘smileys’ and ‘emoticons’. ‘Smiley’ is derived from the fact that the symbol, on its side, looks like a smiling face. ‘Emoticon’ is a word formed by ‘emotion’ and ‘icon’. In addition, the rise in the sending of emails has been in part responsible for the rise in the number of abbreviations used in writing, such as ‘atb’(all the best) or ‘LOL’ (laugh out loud).

Here, we can see the way of implementing emails.

Email offers many opportunities for language teachers and learners. It can be encouraged learners to email another class. The ePALS Classroom Exchange maintains a community of collaborative classrooms engaged in cross-culturlal exchanges, project sharing and language learning. Email allows for an authentic purpose for writing, such as reorganizing the time for a class. The most obvious examples are to mail learners with a pre-lesson task, and to send and receive homework tasks. Another opportunity is afforded by listening to learners as they work together composing an email.

3. Audio- conferencing

Telephone audio-conferencing has been available for many years. A more recent development of interest to language teachers and learners is the rise of VolP. VolP stands for voice over Internet Protocol. Skype is one well-known example of a system enabling telephone calls to be made over Internet. Skype is a peer-to-peer Internet telephony network. It includes free and pay- for services.

Here, we can observe the usage of audio-conferencing.

The main attraction of audio-conferencing is that it saves people the time and expense of travel. It can bring together participants in a remote or isolated venue to experience a class. A freelance teacher has the opportunity of teaching an individual learner between their face-to-face classes. This may be a stand-alone course, or a supplement to a face-to-face course.

So, we can apply CMC in different aspects and ways closely related to teaching. Here there are practical activities that could be used in a teaching process.

The first practical activity is called: ‘A weekend with a friend from out-of-town’.

The aim of the given activity is to develop general communicative competency, especially in expressing opinions. It is appropriate for a lower intermediate level group mates. The interaction between peers can be held in groups of four or five. The technology used is a chat room made available on the Internet for learners, e.g. Chatshack.

Rationale: Learners have different levels of ability in the use of four language skills. It may well be that those learners who are somewhat shy in speaking may express themselves more confidently and competently through the medium of writing.

Before class: If learners do not know how to use a chat room, a teacher should schedule some time for them to get used to the basics of text chat. Additional handouts with the instructions should be printed out for learners.

Procedure: Learners are explained the task; they are going to carry out a discussion entirely using text chat. They discuss each idea offered by a member of the group and together decide what they should include in their final plan. After that, such learners’ expressions as I believe, I agree with, I don’t agree with, and I think that are elicited and written on the board while they are discussing the task.

Then, students are given handouts. When learners begin their chat, their activities are scanned and monitored effectively. When the time is nearly up, online discussions are rounded off.

As homework or in class, the learners can write a diary entry on the day they spent with their friend and how they plan worked out.

The second practical exercise is called: ‘Talky-writing’. It aims to raise awareness of the nature of writing emails. It is suitable for intermediate and higher level learners. Interaction goes through group work and feedback. This activity establishes some key differences between the skills of speaking and writing. This activity is appropriate for Business English learners.

Procedure: learners are given worksheets and should list the key differences between speaking and writing. Then, learners’ points are collated on the board. After that, learners are asked to complete the box on the worksheet, and list what they see as the characteristics of emails. Learners’ answers are elicited. In addition, learners are asked such questions as:

- Do they spell-check emails?

- What kind of emails do learners write, and how accurate do they have to be?

- Do they use abbreviations and emoticons?

- Are employees legally accountable for the content of their emails? etc. [2]

We suggest implementing these tasks in different forms (Table 1):

Table 1

A. wRITING	B. SPEAKING	C. EMAILS
permanent	ephemermal	Use emoticons
concise	Includes repetition	Use abbreviations
complete sentences	Incomplete sentences	Include formal and informal language
formal	informal	Contractions allowed
no contractions	contractions	-

To sum up, CMC with its particular characteristics, modes, and scopes possesses potential benefits applicable to language development. The conclusion drawn from the article will hopefully sketch an overall picture of naturally integrating CMC into language education. This will then foster a confident attitude among language institutes and teachers in bringing various CMC types into language classroom settings. As for current position of CMC in Kazakhstan, there are generally higher usage and familiarity with communications, media, and digital technologies in the Y Generation than the previous generations. In addition, the Internet penetration rate in Kazakhstan is 34.3% while its mobile phone penetration rate is 100%. We hope that this article has a great practical contribution in e-learning in Kazakhstan and abroad [3].

References:

1. Abrams, Z. I. (2005). Asynchronous CMC, collaboration and the development of critical thinking in a graduate seminar in applied linguistics. Canadian Journal of Learning and Technology.

2. Sharma P., Barrett B. (2007). Blended learning. Using technology in and beyond the language classroom, 2007, Macmillan.

3.CIA The World Factbook (2009). Kazakhstan. https://www.cia.gov/library/publications/, the World factbook/geos/kz.html.