Since the last two decades of the past century, technology, more specifically computers, have developed so impressively that it has dramatically changed every aspect of society, especially education. The Computer Medi...Since the last two decades of the past century, technology, more specifically computers, have developed so impressively that it has dramatically changed every aspect of society, especially education. The Computer Mediated Communication （CMC） technology is therefore radically discussed by researchers for its great impacts on English language learning. Based upon thorough literature review and practical survey, this paper demonstrates modem CMC technology and textism phenomenon and makes an analysis of its significant impacts on English language learning. It aims to answer the typical blessing-or-nightmare question, and shed some light on the research of modern information communication technolo^v in lanwaa^e education.展开更多
This paper deals with the importance of idioms in English as a Foreign Language （EFL） acquisition in general and the effect of three techniques applied in teaching and learning them by the undergraduate university s...This paper deals with the importance of idioms in English as a Foreign Language （EFL） acquisition in general and the effect of three techniques applied in teaching and learning them by the undergraduate university students in particular. To accomplish this aim, the study firstly tried to investigate English students＇ attitude toward learning L2 idioms through a 10-item questionnaire. The second part of the study passed on two stages; a list of 20 unknown idioms was presented to 30 second-year EFL students who were divided into three groups. The first group of students was given the list of idioms with （L2） English definition; the second group was given the same list of idioms with their （L2） English contextual representation these unknown idioms were used, and the third group was given （LI） Albanian translation equivalent. At the second stage, after learning and revising the unknown idioms for a period of four weeks, the participants received a common test consisting of two types of exercises-multiple-choice and fill-in-the-blanks-to check the impact of three techniques used for the long-term retention of idioms： definition, context, and translation. The results of the survey showed that the third-group students performed better than the two other groups who were exposed to English idioms definition and context; i.e., translation was the most effective technique that helped students＇ retention and acquisition of idioms.展开更多
文摘Since the last two decades of the past century, technology, more specifically computers, have developed so impressively that it has dramatically changed every aspect of society, especially education. The Computer Mediated Communication （CMC） technology is therefore radically discussed by researchers for its great impacts on English language learning. Based upon thorough literature review and practical survey, this paper demonstrates modem CMC technology and textism phenomenon and makes an analysis of its significant impacts on English language learning. It aims to answer the typical blessing-or-nightmare question, and shed some light on the research of modern information communication technolo^v in lanwaa^e education.
文摘This paper deals with the importance of idioms in English as a Foreign Language （EFL） acquisition in general and the effect of three techniques applied in teaching and learning them by the undergraduate university students in particular. To accomplish this aim, the study firstly tried to investigate English students＇ attitude toward learning L2 idioms through a 10-item questionnaire. The second part of the study passed on two stages; a list of 20 unknown idioms was presented to 30 second-year EFL students who were divided into three groups. The first group of students was given the list of idioms with （L2） English definition; the second group was given the same list of idioms with their （L2） English contextual representation these unknown idioms were used, and the third group was given （LI） Albanian translation equivalent. At the second stage, after learning and revising the unknown idioms for a period of four weeks, the participants received a common test consisting of two types of exercises-multiple-choice and fill-in-the-blanks-to check the impact of three techniques used for the long-term retention of idioms： definition, context, and translation. The results of the survey showed that the third-group students performed better than the two other groups who were exposed to English idioms definition and context; i.e., translation was the most effective technique that helped students＇ retention and acquisition of idioms.
