The Language Teacher’s Role in the Age of the Internet

Nagisa MORITOKI

doi:10.4312/ala.1.2.39-52

Authors

Nagisa MORITOKI University of Ljubljana

DOI:

https://doi.org/10.4312/ala.1.2.39-52

Keywords:

the Internet, language teaching, teacher’s role, socio-cultural proficiency, CEFR

Abstract

The Internet can have a strong influence on students learning the Japanese language in Slovenia, as well as in other parts of Europe. Almost all freshmen have come into contact with Japanese pop culture via the Internet. The aim of this paper is to discuss the teacher’s role in overcoming certain problems associated with learning the Japanese language in the age of the Internet. First, looking at a general survey of the current situation surrounding teaching Japanese language in Slovenia, we identify the advantages and disadvantages of using the Internet when learning the language. However, the disadvantages of the Internet that lead to learner problems are, in fact, the problems that we also face in daily communication. So, as a teacher, I propose following three strategies to lead the learner: first, let the learner’s interests stimulate him to explore a wider and deeper world; second, lead the learner to reconstruct his world; and third, lead the learner to self expression so that he can be understood by the listener and improve his communication skills. Such are teacher’s strategies for interactive communication based on individual standpoint versus a world view, which has emerged in teaching Japanese language when the learner seeks language skills not solely for practical purposes as in Slovenia. Considering this, I additionally propose for Common European Framework of Reference (CEFR) ideology that those strategies aim to achieve “an expertise of the relationship with the Other” (Zarate, Gohard-Radenkovic, Lussier, & Penz. 2004, p. 11).

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Author Biography

Nagisa MORITOKI, University of Ljubljana

Faculty of Arts, Department of Asian and African Studies

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