EVOLUTION OF ENGLISH IN THE INTERNET AGE

Although the Internet came into existence in the second half of the twentieth century, its influence on language began to escalate in 1990 onwards. It has drastically changed the way people communicate and use English both in writing and speaking. Consequently, the world has become increasingly interconnected through synchronous and asynchronous communicational scripts, such as SMS, online chat, Yahoo messengers, emails, blogs, and wikis, which have become retrievable as accessible corpora for analysis. These corpora can yield anecdotal evidence of historical language change. The arrival of Web 2.0 tools and applications, such as Facebook, Twitter, Skype, WhatsApp, and Viber, can likewise reveal changes that English has recently undergone. The Internet has given rise to what is arguably a new variety of English that differs from standard varieties. This article provides an account of the development of English from dialects spoken by a small number of people in the British Isles to an international and global language. It emphasizes the language shifts that have taken place more recently since the widespread use of the Internet. The pervasiveness of the Internet has led to new changes in form and usage described as Internet English

CALL in Post-Method Era

oai:ojs.indonesian-efl-journal.org:article/33This paper touches on the influx of technology in language learning and teaching with a focus on the post-method era. Scrutinizing this phenomenon within the framework of Computer-Assisted Language Learning (CALL) shows how technology has stimulated a transformation of language pedagogy from the traditional teacher-centered and text-bound classrooms to student-centered and interactive paradigms. While the former paradigm is based on methodology, the latter is guided by principled eclecticism in which teachers make use of a set of macro-strategies so as to make decisions while teaching, instead of reliance on methods that dictate ‘how to teach’. The teaching principles capitalize on teachers’ sensitivity to local contexts rather than general methods. Though CALL has been mooted as panacea for ELT flaws in the method and post-method eras, it is not a one-size-fits-all model. Due to changeable and diversified technological innovations, it is impractical to adopt an electronic device or application for all contexts. Accordingly, the post-method pedagogy puts the onus on language teachers to make informed choices that best fit the particularity of their teaching situations.

CALL in Post-Method Era

This paper touches on the influx of technology in language learning and teaching with a focus on the post-method era. Scrutinizing this phenomenon within the framework of Computer-Assisted Language Learning (CALL) shows how technology has stimulated a transformation of language pedagogy from the traditional teacher-centered and text-bound classrooms to student-centered and interactive paradigms. While the former paradigm is based on methodology, the latter is guided by principled eclecticism in which teachers make use of a set of macro-strategies so as to make decisions while teaching, instead of reliance on methods that dictate ‘how to teach’. The teaching principles capitalize on teachers’ sensitivity to local contexts rather than general methods. Though CALL has been mooted as panacea for ELT flaws in the method and post-method eras, it is not a one-size-fits-all model. Due to changeable and diversified technological innovations, it is impractical to adopt an electronic device or application for all contexts. Accordingly, the post-method pedagogy puts the onus on language teachers to make informed choices that best fit the particularity of their teaching situations.