Using the English Internet Website for an Itinerary: Repercussions of Culture, Gender and Multimedia

使用英語網頁製作旅遊指南：文化、性別與多媒體的影響

10.7109/HKJELL.200807.0045

黃嘉琳(Jya-Lin Hwang)

英語教學 ； 文化 ； 性別 ； 網際網路 ； 多媒體 ； 第二語言閱讀書寫 ； EFL ； culture ； gender ； worldwide web ； rnultimedia ； L2 literacy

Hwa Kang Journal of English Language & Literature

14期（2008 / 07 / 01）

45 - 62

英文

本論文的主旨有兩項：第一，探討大學男女兩性在中文及英語實際網路的行為及態度；第二，讓大學生使用英語網路製作某外國城市的英語旅遊指南，來學習旅遊英語及外國文化。本文研究對象來自文化大學一年級共七十五位學生，調查及分析結果，是根據學生完成網路英語旅遊指南作業後所做的問卷，研究結果發現，男女生最頻繁的網路行為是網路聊天室及下載資料；在製作網路作業過程中，所使用的選擇標準（如精美的圖片、圖文編排清晰，或英文易懂等）當性別與學院均列入考慮時，男女生的喜好有明顯差異；相反的，對有趣的英文網頁之選擇標準，男女生沒有顯著的差異。

The purposes of this paper are twofold. First, it aims to explore the gender differences found in Chinese EFL learners' behavior on the Web and the differing attitudes toward Chinese and English websites. Second, it tries to develop students' cultural awareness through the use of a web-based itinerary on English websites. The 75 participants (36 men and 39 women) in this study came from Chinese Culture University in Taiwan. The survey and analysis are based on a questionnaire given to students after they completed a web-based itinerary. Students' ultimate task is to use the English internet website to create an English itinerary of a selected city and to obtain experiences with English websites. The questionnaire elicited measurements of (1) behavior (2) attitude, and (3) selection criteria for websites. The results of the study were determined as follows. Men and women have significantly higher levels of participation in 'chat room' and 'downloading of materials' than in other Web activities. When gender and college type are taken into account, students have different preferences for their selection criteria. In contrast, they favor the same types of interesting websites. Although the subjects rarely had had surfing experiences on English websites, the majority do hold positive attitudes toward ongoing utilization of the worldwide web as an effective pedagogical tool because of its rich multimedia features, such as graphics, audio, video, and interactive objects. Some pedagogical suggestions are made for the effective use of computer networking for second and foreign language learning.

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