ry specific as to point to individuals. Therefore a
legion of definitions has been composed with each emphasizing some specific
aspects. The vagueness of the content of the culture leads to the difficulty for
educators to identi勿what aspects of culture should be taught and how to teach. As a
result, teaching culture of target language remains poorly implemented.
One of the most essential pedagogical principles of language teaching is to
emphasize the study of language in a cultural context. It is clear that language and
culture are inextricable and interdependent; understanding the culture of the target
language enhances understanding of the language.5} As a treasure house of
worldwide information, WWW now plays an increasing role in providing a cultural
context for the target language, especially from a learner-centered perspective. With
a few clicks of a computer mouse, learners sitting at a computer terminal can be
transported to anywhere in the world in seconds. Students can access current
information from countries around the world. They can obtain geographical,
historical, social, cultural, economic, and political information from the countries in
which the target language is spoken. For example, "Kids Web Japan"The interaction that results from the above situations can lead tocooperative projects and increased communication between
students from all overthe world, in turn leading to the development of social skills. Finally, use of theInternet can promote computer skills and the technical and conceptual experiencesof using a computer, for example by means of searching information on the Internet,
students come to familiarize themselves with operations such as how to makeefficient use of search engines, how to save information, how to create a web pageand how to install and uninstall software etc, and they learn to solve commonproblems related to computers in their daily practice.Lastly, the Internet provides supplemental language activities that can providestudents with additional practice in specific areas of language learning. Theseinclude reading tests and comprehension questions, grammar exercises,pronunciation exercises possible through the available multimedia capabilities,doze tests, vocabulary exercises, and so forth. Students can search the Web for suchsites, or teachers may recommend specific sites on the Web. Published lists are alsoavailable from various sources.
4.2 Challenges
The influence the Internet has had on language teaching are a dichotomy.
While the Internet has opened a new ground for foreign language teaching andlearning, it also raises serious problems for instructors to consider. As we havediscussed the potential benefits of the Internet, now let's
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