表題番号：1998A-651
日付：2002/02/25
研究課題インタネットを通しての日豪間の異文化間交流セミナーの試験的実施
| 研究者所属（当時） | 資格 | 氏名 | |
|---|---|---|---|
| （代表者） | 人間科学部 | 教授 | ロバート・グレイ |
- 研究成果概要
- Over the last several decades, technological advances have at times pre-empted major revisions in the theory and practice of education, particularly in the field of the Teaching of English to Speakers of Other Languages (TESOL). For example, the availability of audio tape-recording technology coinciding with theories of cognitive behaviourism set the course for audiolingualism, which became a mainstay of language teaching methodology for practically a quarter of a century.
During the present decade, the last of the millennium, the very notions of 'language', and 'teaching-learning methodology' are among the many fundamental TESOL constructs which continue to undergo revision, in no small measure due to increasing accessibility to still relatively new technology, such as the Internet, by both students and intructors. (For an introduction to the Internet, see Tillyer, 1996.)
Computer mediated communication (CMC), which has existed in primitive form since the 1960s but only has become widespread in the last five years, is probably the single computer application to date with the greatest impact on language teaching. For the first time, language learners can communicate directly with other learners or speakers of the target language twenty-four hours a day, from school, work, or home. (Warschauer, 1996, p.9).
The purpose of the present study was to investigate the effect of CMC in a protocol designed to facilitate: (i) second language acquisition; and (ii) enhanced intercultural awareness, between Australian university students whose L1 is English, and Japanese university students whose L1 is Japanese.