Chapter 11 ICT

Chapter 11 ICT

1. The different language professionals especially English have begun to take strides of varying length with respect to different Internet situations, because is the tool more quickly and easy access.On another hand English is the un iversal idiom.

   • The ICT have provoked an enthusiastic ICT study using these tools is more funny
   • The ICT technologies most commonly used for language pedagogy are the Internet, i.e. the Web and electronic mail and corpora.
     • The Web
       • Resources as a resource and as a medium
         • the Web offers sites which contain material produced for native speakers.In tohers words; material not written for the InternetPoetry, song lyrics, books, film scripts "SOME" journal articles
         • Material not written originally for the Internet but adapted for it. For example: newspapers and journals, many of which publish adapted online versions in conjunction with their hard copy versions
     • E Mail
       • It is today the largest communication system in the world, 605.6 million users (Approx). The use consist of human-to-human. The principal characteristic is: stable and easy to use between all people. Actually is very used for language learning was quickly spotted by practitioners.
         • Participation in discussion lists is another e-mail interaction that has been used successfully for language learning. A discussion list is a membership-based forum devoted to a specific subject. Its members have access to messages submitted to the list and they can also contribute input via e-mail.
         • English-l, for instance is a list dedicated to English language learners, while SL-Lists (International EFL/ESL E-mail Student Discussion Lists) is a set of ten special-interest lists (e.g. on sports, current events, science and technology).
       • e-mail is often described as a ‘hybrid’, combining features of written and oral discourse
         • E-mail has, evolved 2 new and unique graphological features. First: the use of acronyms, abbreviations of commonly used phrases. These have already become fairly standardised with comprehensive lists available on the Web. The second feature unique to the e-mail genre, is the typographic representations of paralinguistic features. Those tool is used for learning idioms and others sciences.
       • E-mail and culture
         • ‘Written orality’ and concretisation of paralinguistic features, created a culture of its own, one with flattened hierarchies and a classless structure. This way is more easy to learn for email users.This sense of a shared culture eases communication between ‘real’ cultures as e-mail users ‘bend’ their own (native) cultural conventions towards those of the medium.
         • The challenge of e-mail
           • E-mail don´t have many challenges for the ICT applications because it is learner-led in terms of the language level used, the subject matter discussed and the pace of the interaction. A second ‘oral’ characteristics of e-mail discourse that is helpful to the learner is its emulation of conversational ‘turn-taking’ on the other hand ‘We respond directly to each others’ messages, but, even more pervasively, choose our words from previously heard talk. In any cases is very important to learn to use this resource and interact with the others users teacher, students.
     • Corpora and Concordancing
       • Using corpora and concordancing for language learning A computer database storing a collection of texts, and the concordancer, for make analyse and search differents topics of query.
         • Corpora, in this category we can find electronic databases containing texts which have been either downloaded from other electronic sources (the Internet, CD ROM etc.), scanned from paper into electronic form, or transcribed from audiotapes of the spoken language. Really is a resource very used in the academic enviroment.
           • Characteristic The largest corpora contain millions of words: Example:- The Cambridge International Corpus (CIC) contains over 600 million words at time of writing; - The COBUILD Bank of English, runs to 450 million words. -The British National Corpus (BNC) consists of 100 million words. More modest corpora can be built by teachers or learners themselves using such programs as WordSmith Tools25, among others.
             • We should all teachers and future teachers, exploit the great potential of ICT for knowledge dissemination, effective learning, and efficient education services. Yet, if the educational policies and strategies are not right or the budget is samll, and if the prerequisite conditions for using these technologies are not met oncurrently, this potential will not be realized because is necesary articulate government and education system.

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