The Language Teacher’s Role in the Age of the Internet
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| Title | The Language Teacher’s Role in the Age of the Internet |
| Authors | |
| Abstract | The Internet can have a strong influence on students learning the Japanese language in Slovenia, as well as in other parts of Europe. Almost all freshmen have come into contact with Japanese pop culture via the Internet. The aim of this paper is to discuss the teacher’s role in overcoming certain problems associated with learning the Japanese language in the age of the Internet. First, looking at a general survey of the current situation surrounding teaching Japanese language in Slovenia, we identify the advantages and disadvantages of using the Internet when learning the language. However, the disadvantages of the Internet that lead to learner problems are, in fact, the problems that we also face in daily communication. So, as a teacher, I propose following three strategies to lead the learner: first, let the learner’s interests stimulate him to explore a wider and deeper world; second, lead the learner to reconstruct his world; and third, lead the learner to self expression so that he can be understood by the listener and improve his communication skills. Such are teacher’s strategies for interactive communication based on individual standpoint versus a world view, which has emerged in teaching Japanese language when the learner seeks language skills not solely for practical purposes as in Slovenia. Considering this, I additionally propose for Common European Framework of Reference (CEFR) ideology that those strategies aim to achieve “an expertise of the relationship with the Other” (Zarate, Gohard-Radenkovic, Lussier, & Penz. 2004, p. 11).-----Medmrežje ima lahko močan vpliv na študente, ki se učijo japonskega jezika v Sloveniji kot tudi v drugih evropskih državah. Zadnje čase se vpišejo skoraj vsi novi študentje na univerzo, že oboroženi z znanjem japonske pop kulture, pridobljenjim skozi medmrežja. Cilj pričujočega prispevka je, da proučimo učiteljevo vlogo pri premagovanju težave, ki jih povzroča obdobje medmrežja študentom japonskega jezika. Najprej si ogledamo rezultate splošnega vprašalnika o sedanjem položaju učenja japonskega jezika v Sloveniji in identificiramo prednosti in slabosti uporabe medmrežja pri učenju jezika. Slabosti medmrežja, ki povzročajo težave učencem, so pravzaprav težave, s katerimi se soočimo tudi mi v vsakodnevni komunikaciji. Zato kot učitelj predlagam strategijo naslednjih treh postopkov, s katerimi laže in bolj spretno vodimo učence: prvič, pustimo prostor za učenčevo zanimanje, ki ga lahko spodbuja k raziskovanju širšega in globljega sveta okoli sebe; drugič, naj učenec skuša rekonstruirati svoj svet; in tretjič, pustimo učenca k samoizražanju in pri tem mu pomagajmo, da pravilno razvije svoje komunikacijske spretnosti, da se ga razume. Takšna je učiteljeva vloga za medsebojno sporazumevanje na osnovi posameznega stališča in pogleda na svet. Takšno razmišljanje je aktualno tudi v pedagogiki japonskega jezika, ko učenec išče jezikovne spretnosti ne le za praktične namene. Dodatno predlagam, da bodimo pozorni na ideologijo Skupnega evropskega okvirja referenc (CEFR), ki z omenjeno strategijo skuša doseči ‘ekspertizo o odnosih z Drugim’ (Zarate et al., 2004, str. 11). |
| Publisher | Faculty of Arts |
| Date | 2011-10-20 |
| Source | Acta Linguistica Asiatica Vol 1, No 2 (2011) |
| Rights | Attribution 3.0 Unported (CC BY 3.0) |