Part B （10 points) You are going to read a text about e-mail, followed by a list of detail
Part B (10 points)
You are going to read a text about e-mail, followed by a list of detail explanations or cited statements. Choose the best related ones from the list for each numbered subheading. There is an extra one which you do not need to use.
(41) Extends Language Learning Time and Place:
As many researchers have noted, e-mail extends what one can do in the classroom, since it provides a venue for meeting and communicating in the foreign language outside of class. Because of the nature of e-mails, FL learners do not have to be in a specific classroom at a particular time of day in order to communicate with others in the foreign language. They can log in and write e-mails from the comfort of their own room, from a public library or from a cyber-cafe, and these spatial possibilities increase the amount of time they can spend both composing and reading in the foreign language in a communicative context.
(42) Provides a Context for Real-world Communication and Authentic Interaction:
By connecting FL speakers outside of the classroom, e-mail also provides a context for communicating with other speakers in authentic communicative situations. Interaction via e-mail lends a feeling of reality to students' communicative efforts that may seem artificial in a classroom setting. This communicative interaction is much like spoken language because of its informal and interactive nature. Yet, unlike face-to-face communication, e-mail is in written form. and this can serve the language learner well.
(43) Expands Topics Beyond Classroom-based Ones:
Language teachers often have to follow a rigorous schedule in terms of content and/or grammatical topics to be presented and practiced in a semester or marking period. Large chunks of time can rarely be spared for free communication.
(44) Promotes Student-centered Language Learning:
In e-mail communication, FL learners can experience increased control over their own learning, since they can choose the topic and change the direction of the discussion. The end goal is to communicate with another person in the FL rather than to produce a mistake-free composition.
(45) Encourages Equal Opportunity Participation:
Beauvois (1997) reported that computer-mediated communication increased total class participation to 100%.
Connects Speakers Quickly and Cheaply
E-mail allows students to communicate with native speakers of the target language without the high cost of traveling a broad (Hedderich 1997; Roakes, 1998). Before the advent of the Internet, it was not possible to communicate so immediately and so frequently with native speakers or with other learners.
A. Others have noted that students reticent to speak in face-to-face contexts are more willing to participate in the electronic context (Beauvois, 1995; Gonzalez-Bueno, 1998; Warschauer, 1995).
B. Rankin (1997) notes that the additional interaction in the foreign language provides FL learners with more input than they would be able to expect from class time, which typically amounts to not more than four hours per week in most high school or college settings.
C. E-mail allows for communication between students in a context where the teacher's role is no longer at the center (Patrikis, 1995).
D. E-mail gives learners an additional context for discussion that can be—but does not necessarily have to be linked to topics being covered in class.
E. Frequently it is difficult for students to engage in an activity in a foreign language class without preparation ahead of time. A pre-class e-mail assignment can take care of the groundwork and save valuable class time. Examples are given of ways in which the teacher might prepare students for writing, listening, and speaking activities.
F. As Schwienkorst (1998) stressed, "The ma
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