The Use of Internet and Communication Technologies has Changed English Language Instruction

      

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Technology is utilized for the upliftment of modern styles; it satisfies both visual and auditory senses of the students. With the spread and development of English around the world, English has been learned and used by more and more speakers. According to David Graddol ‘it is the language at the leading edge of scientific and technological development, new thinking in economies and management, new literatures and entertainment genre. (Shyamlee, 2012)

In a greater sense, internet offers the best way to learn language other than immersion in an English speaking milieu. The advantages of online learning, can be summarized under the following headings : 1) Access – the internet offers the possibility to experience English without the need of travel. Even without the need of leaving home or bedroom; 2) Flexibility – the internet allows for users to learn language when they want, where they want ; 3) Response – the internet offers the possibility of instant feedback to learners. This greatly enhances the learning experience ; 4) Repeatability – the learner can encounter the language in a repetitive fashion until mastery is achieved; 5) Durability – the internet is 24/7. It never tires. It does not take coffee breaks ; 6) Modality – the internet is a multi modal learning tool. It stimulates in a rich sensory and cognitive and thus fertilizes language acquisition successfully; 7) Specificity – the internet allows the language learner choice and variety in both what and with who will be learned. Learning can be tailored to the language learner s precise makeup and needs;and 8) Cost – the internet is a business model which due to economies of scale, can offer services for pennies. It also offers to widen access through a pay as you can dynamic. The internet-mediated communication allows users to share not only brief messages, but also create lengthy documents - thus facilitating collaborative writing (learning). Furthermore, learners can share graphics, sounds and video. Thus, the internet helps create an environment where authentic and creative communication is integrated into all aspects of the course.

In the application of ICT in foreign language teaching, The integration of information and communications technology in teaching and learning is considered as a medium in which a variety of approaches and pedagogical philosophies may be implemented. However, ICT as a teaching aid is more complicated in that it demands more specific skills from the teachers. The development of ICT – electronic mail, internet, multi media, possibilities to use collaborative platforms, undoubtedly, influences the process of using them in everyday classroom teaching and learning. ICT no longer serves to be a simple additional means but ICT is an indispensable part of the modern and contemporary learning environment . The application of ICT gives more opportunities for communication between peer learners: they can exchange information in real time, they can participate in blog discussions, work in teams on different projects, exchange emails, search for information, etc. By using the authentic material provided by the internet, we will have a better insight into the culture of the country and people whose language we study. There is significant evidence of the benefits and advantages that the use of ICT can have on learners. The effective use of ICT impacts on learners and various aspects of the learning process can be summarized as follows: ICT increases learners’ motivation and thus enhances personal commitment and engagement; ICT improves independent learning; Learners’ collaboration and communication are more important; and  Learners’ attainment and outcomes are improved.(Isisag,2012)

Highlighting the truth, Computer technology is not a panacea for language teaching; using it demands substantial commitments of time and money and brings no guaranteed results. Yet, when appropriately implemented, new technologies provide the means to help reshape both the content and processes of language education. Appropriate use of new technologies allows for a more thorough integration of language, content, and culture than ever before and provides students with unprecedented opportunities for autonomous learning. Computer technologies not only help teachers and students to transcend linguistic, geographical, and time barriers but also to build bridges between bilingual, ESL, and foreign language programs. The use of new technologies allows students to engage in the types of online communication and research which will be paramount for success in their academic and professional pursuits. (Warschauer, 2000)

DISUSE OF HOME DIALECTS

                           

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Since cultural diversity is learned from home and is a distinguished societal home of children from which they consider themselves as part of it, learning other language is just second important language.

Despite of considering it as just a second language, Standard English does affect the ethnic identity of learners or does affect to redefine themselves in a way that are incongruent with their home culture.  As I can recall, English influences culture but does not redefine it.

But as studied, just like for example the evolution of “Singlish” or Singaporean English. Singaporean group of academes got a fear to a decline of standard English. Before, the solution is the promotion of mandarin; for the latter, the solution lies in getting Singaporeans to speak “good ‘English. In the case of the study which created a Speak Mandarin Campaign, the attempt to eliminate dialects was met with resistance by both younger and older Chinese Singaporeans who felt that their dialect heritage was crucial part of their ethnic identity. (Retrived, April 01, 2016 Language Policy and Modernity in Southeast Asia: Malaysia, The Philippines…)

As a result of reading the study, though Philippines recognizes the localization of topics or literatures, English remains a dominating factor allowing learners to believe that their actions and beliefs must be as ideal as Americans (as they believe). It is due to the way teachers teach the language which gives the learners the perception of “that the more American you speak or the more you know about standard English, the more power or respect you gain from the others). These beliefs encourage children to leave their cultural identity and adopt what the standard English delivers to them.

DISCOURSE AND DISCOURSE ANALYSIS

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As defined by Merriam Webster (retrieved April 02, 2016) discourse is the capacity of orderly thought or procedure. (2) verbal interchange of ideas and (3) formal and orderly and usually extended expression of thought on a subject. On the other hand, Discourse analysis is concerned with language use as a social phenomenon and therefore necessarily goes beyond one speaker or one newspaper article to find features which have a more generalized relevance. This is a potentially confusing point because the publication of research findings is generally presented through examples and the analyst may choose a single example or case to exemplify the features to be discussed, but those features are only of interest as a social, not individual, phenomenon." (Stephanie Taylor, what is Discourse Analysis? Bloomsbury, 2013)

Discourse analysis (linguistic Society of America, retrieved April 02, 2016) is sometimes defined as the analysis of language 'beyond the sentence'. This contrasts with types of analysis more typical of modern linguistics, which are chiefly concerned with the study of grammar: the study of smaller bits of language, such as sounds (phonetics and phonology), parts of words (morphology), meaning (semantics), and the order of words in sentences (syntax). Discourse analysts study larger chunks of language as they flow together.

Some discourse analysts consider the larger discourse context in order to understand how it affects the meaning of the sentence. For example, Charles Fillmore points out that two sentences taken together as a single discourse can have meanings different from each one taken separately.

To illustrate, he asks you to imagine two independent signs at a swimming pool: "Please use the toilet, not the pool," says one. The other announces, "Pool for members only." If you regard each sign independently, they seem quite reasonable. But taking them together as a single discourse makes you go back and revise your interpretation of the first sentence after you've read the second.

Influencial assumptions in grammar

                                                      

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a.       Grammar instructions leads to correct spelling.

Grammar instructions do not solely lead to correct spelling but also in writing as a whole. For example: Knowing how a lexicon should be used and how it should agree to the other words creates a meaningful and useful idea to make corrections in spelling.

As Chin (2000) mentioned, “Effective grammar instruction begins with what students already know about grammar, and it helps them use this knowledge as they write. By connecting their knowledge of oral language to written language, teachers can demystify abstract grammatical terminology so that students can write—and read—with greater competence and confidence.” With this, as a review to her discussion about the subject, it is because “Grammar is the sound, structure, and meaning system of language. All languages have grammar, and each language has its own grammar. People who speak the same language are able to communicate because they intuitively know the grammar system of that language—that is, the rules of making meaning. “as she defined.

Therefore, since grammar is very vital in writing and speaking skills, it is logically prominent in developing one’s spelling skill. It is simply because no one can ever create meaningful sentence due to the unjust grammatical structure made. Lastly, an incorrect spelling may lead to multiple incorrect assumptions to what a writer or speaker may really mean.

b.      Grammar instruction develops logical thinking.

Cited by Yanase (retrieved April 01,2016) in his article entitled Teaching Grammar in Close Relation to Logic and Rhetoric “ Grammar is the art of inventing symbols and combining them to express thought, while on the other hand, logic is the art of thinking. In order to construct unity of thought, a notion explains that one must be proficient in writing and speaking from reading. There are several topics in English that a learner should master to experience an errorless sentence. For example: explaining the underlying meaning of a text that a surface structure analysis can never expound. This implies that while we learn grammar instructions we develop logical thinking because we are becoming conscious with the term and with what term to follow for that term in order to create a just and an explicit idea that a writer may hide or expose.

c.       Grammar instruction improves writing and reduces or even eliminates errors.

As discussed by Chin (2000) research strongly suggests that the most beneficial way of helping students improve their command of grammar in writing is to use students' writing as the basis for discussing grammatical concepts. Researchers agree that it is more effective to teach punctuation, sentence variety, and usage in the context of writing than to approach the topic by teaching isolated skills (Calkins, 1980; DiStefano and Killion, 1984; Harris, 1962).

There are no specific researches proving that grammar eliminates errors. Part of Chin’s study mentioned that research indicates that the transfer of formal grammar instruction to writing is not applicable to larger elements of composition. Through detailed studies of students' writing, Shaughnessy (1977) concludes that the best grammar instruction is that which gives the greatest return for the least investment of time.

What is better as she recommends that teachers encourage students to examine grammatical errors in their own writing. She also cautions teachers not to overemphasize grammatical terminology to the detriment of students' ability to understand and apply the concepts.

B.F Skinner vs. N. chomsky: THEORIES ON LANGUAGE DEVELOPMENT

                                              
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It is amazing to observe how our children learn language without us teaching them. Common teachers know that children’s mind are considered as an empty cabinet or the so called “tabularasa (concept).” With this, some parents usually believe (unconsciously, without any reference to scientific explanation) that it is because of their exposure to language, for example, they suggest to other parents to expose their children to different people and let them interact with them so they can acquire the language easily and continuously (This self-conceptualization of some parents proves that they do have unconscious knowledge that children start with nothing in their mind and they are liable to help them start learning certain language ).

As cited in the language development tripod page (retrieved, April 2, 2016) interactionist argue that language development is both biological and social. Interactionists argue that language learning is influence by the desire of children to communicate with others.

In relation to the above mentioned perceptions of language development. Skinner and Chomsky concretized how children learn language through their own observed theories:

          Skinner: Operant Conditioning

      B. F. Skinner believed that children learn language through operant          conditioning; in other words, children receive "rewards" for using language        in a functional manner. For example, a child learns to say the word "drink"          when she is thirsty; she receives something to drink, which reinforces her          use of the word for getting a drink, and thus she will continue to do so. This      follows the four-term contingency that Skinner believed was the basis of      language development—motivating operations, discriminative stimuli,         response, and reinforcing stimuli. Skinner also suggested that children learn language through imitation of others, prompting, and shaping.

          Chomsky: Language Acquisition Device

                  Noam Chomsky's work discusses the biological basis for language and claims that children have innate abilities to learn language. Chomsky terms this innate ability the "language acquisition device." He believes children instinctively learn language without any formal instruction. He also believes children have a natural need to use language, and that in the absence of formal language children will develop a system of communication to meet their needs. He has observed that all children make the same type of language errors, regardless of the language they are taught. Chomsky also believes in the existence of a "universal grammar," which posits that there are certain grammatical rules all human languages share. However, his research does not identify areas of the brain or a genetic basis that enables humans' innate ability for language.

Source: Boundless. “Human Language Development.” Boundless Psychology. Boundless, 13 Apr. 2016. Retrieved 22 Apr. 2016 from https://www.boundless.com/psychology/textbooks/boundless-psychology-textbook/language-10/human-language-408/human-language-development-235-12770/

Reading as a Physiological Process

                                        
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Physiology is the science dealing with the functions and vital processes of living organisms. Reading is a process that requires the vitality of the human mind.

            Reading is a physiological process because as your eyes read what on the paper, the brain has to make an action on what to do with text written on it. In similar perspective Barton (2013) defined reading as a physiological process as your brain needs to react to what is on the page. It is the thinking and alertness of the brain that is used to process the words that are on a page or screen when you read. Whilst you are alert and thinking, the brain is working at full capacity, but even at rest it is performing physiological functions to keep us alive and keep us breathing. Our body is constantly performing physiological tasks, most of the time we are not aware of the reactions within our body that our brain and nervous system are causing.

            As the eyes see the printed word or the images, the Light patterns from the printed symbols hit the foveal areas or closely-packed sensory cells of the retina. Then, Chemical change is induced that create patterns of nerve currents into the optic nerve fiber, quickly currents travel to the center of the mid- brain and lastly, using the currents, the cerebral cortex interprets the symbols.

What are the different eye movements involved in reading?

a.       Fixation

• Eyes stopping or getting fixated on the word or words

• The duration of fixation is the length of time the eyes have to pause.

b.       Inter-fixation

• Eyes moving from stopping point to the other

c.       Return Sweeps

• Eyes swinging back from the end line to the beginning of the next line

d.       Saccades

• Short quick hop and jump movements done especially by literate people to move ahead on a line of print

e.       Regressions

·         Backward right-to-left movement in case there is a need to double check what is being read

Reading as a Process              
Reading is Physiological in Nature