Utilizing Computer Conference System for On-line English Cloze Test

作者开发了一个基于网络的大学英语学习与计算机会议系统，该系统有助于在线组织课程材料，为教师和学生提供了多种学习和交流工具。与在线完形填空测试系统一起，聊天室和公告牌系统为参与该项目的日本大学生提供了关于完形填空的同步和异步讨论。尽管好读者和差读者都使用了文章的主旨、空白前的语篇内容、空白后的语篇内容、习语或短语知识、句子结构限制、背景内容图式等策略，但好读者在策略的种类和数量上都优于差读者。此外，差的读者开始学习如何使用策略，并在好的读者的帮助下顺利地填空。从这个结果中，t…随着研究的发展，笔者试图调查日本学生、在日留学生和亚洲国家学生在跨文化交流项目中的交流活动记录，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，当学生愿意参与讨论并表达广泛的心理状态时，一个好的促进者会做出反应，使对话顺利进行(例如，我看到+[会员的名字])，表示感谢(例如，谢谢+[会员的名字])，确认(例如，哦……你的意思是这样的方式很容易+[动词]+[宾语]吗？)并加速(例如，请继续。)评论和评论，给出准确的指示，逐项列出结论，等等。较少

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