Utilizing Computer Conference System for On-line English Cloze Test

作者为大学学生开发了一个基于网络的英语语言学习和计算机会议系统，该系统有助于在线组织课程材料，并为教师和学生提供各种学习和交流工具。与在线完形填空测试系统一起，聊天室和公告栏系统提供了参与本项目的日本大学生关于填空的同步和异步讨论。虽然好读者和差读者都会使用文章的主旨、空白-前语篇内容、空白-后语篇内容、习语或短语知识、句子结构约束、背景内容图式等策略，但好读者在策略的种类和数量上都超过差读者。此外，差的阅读者开始学习如何使用这些策略，并在好读者的帮助下顺利地填空。从这个结果来看，他的系统在解决问题和讨论填空答案方面作为合法外围参与的共同基础运行得很好。随着本研究的展开，笔者试图调查在跨文化交流项目中，日本学生、在日外国学生和亚洲国家学生在公告栏系统和聊天室的交流活动记录，参与者必须讨论世界上的各种问题并试图找到解决方案。结果表明，虽然学生愿意参与讨论，并表达了广泛的心理状态，但一个好的引导者会给出回应，使对话顺利进行（如我看到+[成员的名字]），表达他的感谢（如谢谢+[成员的名字]），确认（如哦....）你的意思是这样会很容易+[动词]+[宾语]吗？)并加速（例如：please go on.）评论和评论，给出精确的指示，逐项列出结论，等等。少

The author has developed a web-based English Language Learning and Computer Conference System for university-level students, which aids in the organization of course materials on-line and provides a variety of learning and communication tools for the instructor and students. Along with on-line cloze test system, chat rooms and bulletin board system provided synchronous and asynchronous discussions about filling cloze-blanks among Japanese college students as participants of this project.Although both good readers and poor readers made use of such strategies as passage's main idea, blank-preceding textual contents, blank-subsequent textual contents, idiomatic or phrasal knowledge, structural constraints of sentence, background content schemata, and so on, good readers surpass poor readers in the variety of as well as the number of strategies. Moreover poor readers started learning how to use the strategies and fill in the blanks smoothly with the aid of good readers. From this result, t … More his system worked well as a common ground of Legitimate Peripheral Participation in terms of problem solving as well as discussing cloze answers.As the development of this study, the writer tried to investigate the record of communication activities on bulletin board system and chat rooms among Japanese students, foreign students in Japan, and students in Asian countries on the occasion of intercultural exchange project in which participants had to discuss various issues in the world and try to find the solution. The result showed that while students are willing to participate in discussions and express a wide range of psychological state, a good facilitator gave responses to make the conversation go smoothly (e.g.I see + [member's name]), expresses his gratitude (e.g.Thanks+[member's name]), confirms (e.g.Oh....do you mean this way would be easy to+[verb]+[object]?) and accelerates (e.g.Please go on.) remarks and comments, gives precise instructions, itemizes the conclusions, and so on. Less