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摘 要：网络时代的学生已经学会如何操作电脑并接受了电子信息技术，这些技术可以加强其学习；但过于依赖它而代替了和真人接触之时，就减少了与人交际的机会。改善沟通的诀窍，我认为有五个步骤：列提纲（成功的谈话之前）；思维整理；自由抒发以及采访方式和内容总结。
关键词：交际网络一代纠正
How to Teach Net Students the Skill of Communication
Abstract: Net generation students have learned to deal with computers, and they have absorbed digital information and skills almost by osmosis. Technology can enhance their learning, but not when they rely on it as a substitute for the personal touch. They decreased the opportunities of communication-face-to-face communication. There are five elements mentions: listing (before a successful talk), brainstorming, focused free writing and interviewing, summarizing.
Key Words: communication; Net generation; correction
1.Students in Information Time
Students of technology expected to be entertained. An experienced teacher suggests ways to grab their attention and develop their most importantskill---language. I find that, during my teaching time of English courses, some students who are in their teens do whatever they can do to avoid English, even though they behave like a kid: some sprawl across their desks, some talk with neighbor, some tapped their fingers. They look distracted and fidgety. Are they tired? Bored? No, they are the video generation, waiting to be entertained. As a young teacher in E-era, I have to compete with the faster-paced world that technology offers them outside my classroom. What I should do is to help install a lifelong love of English learning. And, of course, technology will play a certain role in that process in English teaching.
2.Teaching in E-era
2.1 Brief Introductions about Human Beings' Language Ability
From babyhood onward everybody starts (and never ceases) to learn how communicate effectively and how to respond to other people's communication. Some people are better at communicating than others, but every normal human being learns to communicate through language. It may be a matter of intelligence (as well as motivation and experience) to communicate well, but it is not necessary to have any more than normal intelligence to communicate sufficiently for everyday life. So the professional English language teacher should have not only the required personal qualities, but also training in the disciplines and fields of study appropriate to the language teaching process.
2.2 the Necessity of Negotiating with the Real World
We limit students' time dating with the Internet, push them to read textbooks. How is the result? Is the Internet an invaluable tool for exploration, or just another time-consuming pit of electronic drivel? The answer all depends on who's at the keyboard. The majority of students cannot manage their time well. When they have a little time, maybe they will sit in front of the computer spending in playing online to relax. So the teacher can do for them is not only to boot them up on the newest PC, the fastest modern or the hottest software, it is to spend time engaged in activities that bring them face to face with their peers and their teachers. Students have to learn to negotiate with the real world while they cannot navigate effectively in virtual one.
2.3 Encouraging Students to Express Themselves
2.3.1 Methods of Elicitation for the E-era Generation
For most Chinese students, open their mouth to speak English is not as simple as mother tongue. Such as chatting with others online, or playing net games, in which person-to-person communication that most effectively develops language skills is not needed at all. In the E-era, it is obvious that computers have become a permanent part of students' lives. Teachers must learn to compete effectively, to regularly break in on the video with some lively programming of their own. The goal is to get students talking in English as much as possible. But the topic must interest them, which could elicit their ambition to communicate with you.
2.3.2 Interaction in Class as in Videogame
If students are allowed to divert themselves with computer, unintended results may show up in the classroom: a shorten attention span, frustration, restlessness and short, choppy answers to questions. Teachers can use some other useful techniques: discuss the topic relating to the students from the text which is going to be taught, then draw into the content. As a result, intended results may appear in the classroom: the class becomes lively, students take initiative at discussion.
2.3.3 Teaching Style Effects Students'
When I was a students, because of the teacher I like best, I'd like to present myself even say more in her class. So if the teacher is good at encouraging students to say something, they will gain lots of opportunities to be more active to speak out. According to my observation, students like teaching style evolving with life's lessons. This time, the classroom buzzes with discussion. That's healthy, because a key element in the development of language skill is the willingness to speak out---to take risks and make mistakes. The teacher can serve as a leader to get conversation going and to promote risk taking, encouraging students to speak their minds without worrying about getting every word right..
3.Improve Communication Skill by Adopting "Prewriting Techniques"
3.1 Listing
First of all, students should choose what is most important, and what interest them; then they learn how to keep their journal of the details they have listed.
3.2 Brainstorming
This method is much like making an outline and, in fact, might even result in the creation of a list. Teachers can tell students to organize many ideas, and then make a choice of which one can be used. We all know that only students or participants are completely relaxed, they can stretch their minds further and therefore produce more creative ideas than being in a tense state. Teachers should encourage students to think whatever they can and help them to write ideas down. Brainstorm happens not only between teacher and students, but also among students. Because different students bring fresh ideas that can inspire partners.
3.3 Focused free talking
Words always fail students. That's the problem almost students have. The best solution is to have free conversation with them. Teachers can ease their anxiety of worrying about grammar and other errors. In this way, students come up with something to say step by step.
3.4 Interviewing
Teach students to get to know that the way of asking people appropriate questions is the excellent method to obtain information. Students are gained other perspective from other people's topic and more information they have not learned before.
3.5 Summarizing
Let students make sure that they have to use English to summarize their thoughts. They are told to think and gather details of what they get from the their own experience or other sources in English. The way of summarizing is a train to improve their thoughts and oral English ability.
4.Errors, Correction and Remedial work in communication
4.1 Errors in learning process
As a teacher, we all know errors students have made are the approach to know what knowledge they have already mastered or not. So errors are an important part in the learning process, and do not relate to their mother language. There are many factors causing it, such as diverse linguistic backgrounds or distinct language habits. For instance, mistakes nearly all-second language learners make in their writing or their pronunciations of communication easily. For instance, "I shoulded finish the homework.""five wifes"', etc.. One rule is taken for granted by students to be suitable to all the contexts. Here, they think the past tense is only formed by adding"ed"; plural forms have an"s"at the end, all of these do have other rules. So it demands students should do more practice for fear of making the same mistakes again.
4.2 Four stages
Students often make errors. This cannot be avoided. The first stage teachers must take are to get clear understanding of what the error is, and put errors into categories. How to discriminate errors is a big job for teachers. We can use translation or multiple-choice tests to distinguish from errors.
The second stage for teachers is to get to know why the error happened, where it came from. Finding out cause is of importance because teachers can work out applied teaching method to help students. The main source of errors for second-language learns is the linguistic habits in mother tongue. Teachers should use the different linguistic habits to develop effective teaching methods.
After figuring out error and its source, teachers should take the third step is to make sure about the extent of the error. The more serious the mistake, generally speaking, the higher priority it should have in remedial work. Errors in the overall structure of sentences are more important than errors affecting parts of sentences. There is an unwritten rule that in oral practice hearers just pay more attention to what the main idea of speakers express, not finding out what grammatical or pronouncing errors speakers make.
The last step is the correction. Many students can hardly face is that teachers in public point out the mistake. And they are also unable to stand that teacher write with red ink to call them attention to their oral mistakes in their written work. Because of the reason of above, many students are afraid of practicing oral English. Teachers' intention is to correct their mistakes, and not to fall into the same error. But it turns out contrary to teachers' wishes. So there are two main factors teachers must beware: the sensitivity of the student and the real purpose of the task. If teachers take the two into consideration, students can really make a great progress.
作者简介：张翼，（1984.7-），本科，四川中医药高等专科学校教师,研究方向：英语教育。
关键词：交际网络一代纠正
How to Teach Net Students the Skill of Communication
Abstract: Net generation students have learned to deal with computers, and they have absorbed digital information and skills almost by osmosis. Technology can enhance their learning, but not when they rely on it as a substitute for the personal touch. They decreased the opportunities of communication-face-to-face communication. There are five elements mentions: listing (before a successful talk), brainstorming, focused free writing and interviewing, summarizing.
Key Words: communication; Net generation; correction
1.Students in Information Time
Students of technology expected to be entertained. An experienced teacher suggests ways to grab their attention and develop their most importantskill---language. I find that, during my teaching time of English courses, some students who are in their teens do whatever they can do to avoid English, even though they behave like a kid: some sprawl across their desks, some talk with neighbor, some tapped their fingers. They look distracted and fidgety. Are they tired? Bored? No, they are the video generation, waiting to be entertained. As a young teacher in E-era, I have to compete with the faster-paced world that technology offers them outside my classroom. What I should do is to help install a lifelong love of English learning. And, of course, technology will play a certain role in that process in English teaching.
2.Teaching in E-era
2.1 Brief Introductions about Human Beings' Language Ability
From babyhood onward everybody starts (and never ceases) to learn how communicate effectively and how to respond to other people's communication. Some people are better at communicating than others, but every normal human being learns to communicate through language. It may be a matter of intelligence (as well as motivation and experience) to communicate well, but it is not necessary to have any more than normal intelligence to communicate sufficiently for everyday life. So the professional English language teacher should have not only the required personal qualities, but also training in the disciplines and fields of study appropriate to the language teaching process.
2.2 the Necessity of Negotiating with the Real World
We limit students' time dating with the Internet, push them to read textbooks. How is the result? Is the Internet an invaluable tool for exploration, or just another time-consuming pit of electronic drivel? The answer all depends on who's at the keyboard. The majority of students cannot manage their time well. When they have a little time, maybe they will sit in front of the computer spending in playing online to relax. So the teacher can do for them is not only to boot them up on the newest PC, the fastest modern or the hottest software, it is to spend time engaged in activities that bring them face to face with their peers and their teachers. Students have to learn to negotiate with the real world while they cannot navigate effectively in virtual one.
2.3 Encouraging Students to Express Themselves
2.3.1 Methods of Elicitation for the E-era Generation
For most Chinese students, open their mouth to speak English is not as simple as mother tongue. Such as chatting with others online, or playing net games, in which person-to-person communication that most effectively develops language skills is not needed at all. In the E-era, it is obvious that computers have become a permanent part of students' lives. Teachers must learn to compete effectively, to regularly break in on the video with some lively programming of their own. The goal is to get students talking in English as much as possible. But the topic must interest them, which could elicit their ambition to communicate with you.
2.3.2 Interaction in Class as in Videogame
If students are allowed to divert themselves with computer, unintended results may show up in the classroom: a shorten attention span, frustration, restlessness and short, choppy answers to questions. Teachers can use some other useful techniques: discuss the topic relating to the students from the text which is going to be taught, then draw into the content. As a result, intended results may appear in the classroom: the class becomes lively, students take initiative at discussion.
2.3.3 Teaching Style Effects Students'
When I was a students, because of the teacher I like best, I'd like to present myself even say more in her class. So if the teacher is good at encouraging students to say something, they will gain lots of opportunities to be more active to speak out. According to my observation, students like teaching style evolving with life's lessons. This time, the classroom buzzes with discussion. That's healthy, because a key element in the development of language skill is the willingness to speak out---to take risks and make mistakes. The teacher can serve as a leader to get conversation going and to promote risk taking, encouraging students to speak their minds without worrying about getting every word right..
3.Improve Communication Skill by Adopting "Prewriting Techniques"
3.1 Listing
First of all, students should choose what is most important, and what interest them; then they learn how to keep their journal of the details they have listed.
3.2 Brainstorming
This method is much like making an outline and, in fact, might even result in the creation of a list. Teachers can tell students to organize many ideas, and then make a choice of which one can be used. We all know that only students or participants are completely relaxed, they can stretch their minds further and therefore produce more creative ideas than being in a tense state. Teachers should encourage students to think whatever they can and help them to write ideas down. Brainstorm happens not only between teacher and students, but also among students. Because different students bring fresh ideas that can inspire partners.
3.3 Focused free talking
Words always fail students. That's the problem almost students have. The best solution is to have free conversation with them. Teachers can ease their anxiety of worrying about grammar and other errors. In this way, students come up with something to say step by step.
3.4 Interviewing
Teach students to get to know that the way of asking people appropriate questions is the excellent method to obtain information. Students are gained other perspective from other people's topic and more information they have not learned before.
3.5 Summarizing
Let students make sure that they have to use English to summarize their thoughts. They are told to think and gather details of what they get from the their own experience or other sources in English. The way of summarizing is a train to improve their thoughts and oral English ability.
4.Errors, Correction and Remedial work in communication
4.1 Errors in learning process
As a teacher, we all know errors students have made are the approach to know what knowledge they have already mastered or not. So errors are an important part in the learning process, and do not relate to their mother language. There are many factors causing it, such as diverse linguistic backgrounds or distinct language habits. For instance, mistakes nearly all-second language learners make in their writing or their pronunciations of communication easily. For instance, "I shoulded finish the homework.""five wifes"', etc.. One rule is taken for granted by students to be suitable to all the contexts. Here, they think the past tense is only formed by adding"ed"; plural forms have an"s"at the end, all of these do have other rules. So it demands students should do more practice for fear of making the same mistakes again.
4.2 Four stages
Students often make errors. This cannot be avoided. The first stage teachers must take are to get clear understanding of what the error is, and put errors into categories. How to discriminate errors is a big job for teachers. We can use translation or multiple-choice tests to distinguish from errors.
The second stage for teachers is to get to know why the error happened, where it came from. Finding out cause is of importance because teachers can work out applied teaching method to help students. The main source of errors for second-language learns is the linguistic habits in mother tongue. Teachers should use the different linguistic habits to develop effective teaching methods.
After figuring out error and its source, teachers should take the third step is to make sure about the extent of the error. The more serious the mistake, generally speaking, the higher priority it should have in remedial work. Errors in the overall structure of sentences are more important than errors affecting parts of sentences. There is an unwritten rule that in oral practice hearers just pay more attention to what the main idea of speakers express, not finding out what grammatical or pronouncing errors speakers make.
The last step is the correction. Many students can hardly face is that teachers in public point out the mistake. And they are also unable to stand that teacher write with red ink to call them attention to their oral mistakes in their written work. Because of the reason of above, many students are afraid of practicing oral English. Teachers' intention is to correct their mistakes, and not to fall into the same error. But it turns out contrary to teachers' wishes. So there are two main factors teachers must beware: the sensitivity of the student and the real purpose of the task. If teachers take the two into consideration, students can really make a great progress.
作者简介：张翼，（1984.7-），本科，四川中医药高等专科学校教师,研究方向：英语教育。