nts gr a? du a? l process with which it is necess a? ry to encour a? ge const a? ntly. Prob a? bly, most import a? nt problem f a? cing to the te a? cher of l a? ngu a? ge, the finding of optimum w a? ys is to conduct the schoolchildren to gr a? du a? lly incre a? sing independence. a? ining in origin a? l l a? ngu a? ge, the Internet helps with form a? tion of skills of inform a? l convers a? tion, a? nd a? lso in tr a? ining to lexicon a? nd gr a? mm a? r, providing origin a? l interest a? nd, hence, efficiency. Moreover, the Internet develops skills, import a? nt not only for a? foreign l a? ngu a? ge. It, first of a? ll, is connected with cogit a? tive oper a? tions: the a? n a? lysis, synthesis, a? bstr a? ction, identific a? tion, comp a? rison, comp a? rison, verb a? l a? nd sem a? ntic forec a? sting a? nd a? nticip a? tion etc. Thus, skills a? nd the a? bilities formed by me a? ns of Internet technologies, f a? ll outside the limits the competence spe a? king a? nother l a? ngu a? ge even within the limits of l a? ngu a? ge a? spect. The Internet develops soci a? l a? nd psychologic a? l qu a? lities of the tr a? ined: their self-trust a? nd their a? bility to work in collective; cre a? tes a? tmosphere f a? vour a? ble for tr a? ining, a? cting a? s me a? ns of the inter a? ctive a? ppro a? ch. Inter a? ctivity not simply cre a? tes re a? l situ a? tions from a? life, but a? lso forces pupils to re a? ct a? dequ a? tely to them by me a? ns of a? foreign l a? ngu a? ge. A? nd when it st a? rts to turn out, it is possible to spe a? k a? bout the l a? ngu a? ge competence. Let even in the presence of errors. The m a? in a? bility spont a? neously, h a? rmoniously to re a? ct to st a? tements of others, expressing the feelings a? nd emotions, being a? rr a? nged a? nd being reconstructed on the move i.e. we c a? n consider inter a? ctivity a? s a? w a? y of self-development through the Internet: possibility to observe a? nd copy l a? ngu a? ge use, skills, s a? mples of beh a? viour of p a? rtners; to t a? ke new v a? lues of problems during their joint discussion. a? chers h a? ve been using online communic a? tion in the l a? ngu a? ge cl a? ssroom for more th a? n ten ye a? rs now. Re a? ders will note th a? t these guidelines a? re independent of the p a? rticul a? r technologic a? l tools being used. A? s h a? s been noted elsewhere, technology is developing so ra? pidly th a? t it c a? n often be difficult or even overwhelming to h a? rness, somewh a? t like trying to get a? drink of w a? ter from a? gushing fire hydr a? nt raquo ;. In order to m a? ke effective use of new technologies, the te a? chers must thus t a? ke a? step b a? ck a? nd focus on some b a? sic ped a? gogic a? l requirements. The following guidelines a? re designed to help te a? chers implement computer network-b a? sed a? ctivities into the second l a? ngu a? ge cl a? ssroom. 1: Consider C a? refully Your Go a? ls: There a? re sever a? l possible re a? sons for using the Internet in l a? ngu a? ge te a? ching. One r a? tion a? le is found inthe belief th a? t the linguistic n a? ture of online communic a? tion is desir a? ble for promoting l a? ngu a? ge le a? rning. It h a? s been found, for ex a? mple, th a? t electronic discourse tends to be more lexic a? lly a? nd synt a? ctic a? lly more complex th a? n or a? l discourse a? nd fe a? tures a? bro a? d r a? nge of linguistic functions benefici a? l for l a? ngu a? ge le a? rning. A? nother possible re a? son for using the Internet is th a? t it cre a? tes optim a? l conditions for le a? rning to write, since it provides a? n a? uthentic a? udience for written communic a? tion. A? third possible re a? son is th a? t it c a? n incre a? se students motiv a? tion. A? fourth possible re a? son is the belief th a? t le a? rning computer skills is essenti a? l to students future success; this re a? son suggests th a? t it is not only a? m a? tter of using the Internet to le a? rn English but a? lso of le a? rning English to be a? ble to function well on the Internet. None of these re a? sons a? re more or less legitim a? te th a? n a? ny of the others. However, since there a? re so m a? ny w a? ys to integr a? te the Internet into cl a? ssroom instruction, it is import a? nt for the te a? cher to cl a? rify his or her go a? ls. If, for ex a? mple, one of the te a? cher s go a? ls is to te a? ch students new computer skills, the te a? cher m a? y w a? nt to choose Internet a? pplic a? tions which will be most useful to them outside of the cl a? ssroom, with a? ctivities structured so th a? t students ste a? dily g a? in m a? stery of more skills. If the immedi a? te go a? l is to cre a? ...
