A01 cohe4573 01 se fm. Qxd

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multiple-choice exercises;
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cloze (fill-in-the-gap) exercises;
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close exercises with drop-down descriptors;
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jumble-sentence exercises;
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matching exercises;
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ordering exercises with drop-down descriptors;
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mind-mapping exercises;
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“Form Mail” exercises.
Figures 13.1 to 13.3 contain a few examples of actual learner exercises avail-
able online.
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Multiple-choice exercises
This multiple-choice item is intended to enhance learners’ pragmatic aware-
ness by addressing comprehension of several request expressions. On the
page in Figure 13.1, the imagined situation takes place in a convenience
store, where a male stranger about 10 years your senior puts his bag on top
of your document file (as in the webpage photo). So, you ask him to move 
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Examples of the first six exercises can be viewed from the Hot Potatoes Tutorial link: 
http://hotpot.uvic.ca/wintutor6/index.htm, accessed on December 10, 2009.
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Mind-mapping tools allow electronic visualization of concept mapping, which
may be useful for organizing word choice or pragmatic strategies (see Activity 13.2,
below, for links of some of these programs).
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While the “form mail” exercises introduced here were developed through
Dreamweaver, other less expensive and perhaps more user-friendly webpage editors are
now available, such as SeaMonkey and Adobe Contribute.
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See Chapter 11 or Ishihara and Cohen (2004: available online) for more examples.

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F U R T H E R I S S U E S I N L E A R N I N G , T E A C H I N G , A N D A S S E S S M E N T
F I G U R E 1 3 . 1
it so you can get at your file. Learners are to judge the level of appropriate-
ness of six request expressions (i.e., appropriate, somewhat appropriate, or
inappropriate), using the pull-down descriptors. The situation and the answer
are based on a research study with 100 Japanese university students.
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With
the use of the technology that the program Hot Potatoes allows, learners are
able to listen to audio samples representing each request and to view hints if
they wish. The visual image facilitates the learners’ ability to envision the
situation. Learners can also check their responses on the spot by clicking on
the “check” button and come back to this item later as they wish.
Matching exercises
This sample item (Figure 13.2) is from a unit on learning refusals in Japanese.
The exercise functions as a review of various refusal strategies that have been
identified through empirical research.
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Learners read and/or listen to refusal
expressions given in the left column and match them with the semantic
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Rinnert and Kobayashi (1999).
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For example, Beebe et al. (1990).

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I N C O R P O R A T I N G T E C H N O L O G Y I N T O I N S T R U C T I O N