Larry Dwan Chong. 2000. Linguistic Interactions on Computer-Mediated Communication. Studies in Modern Grammar 22, 215-233. In order to explore the role of production and perception constraints in computer-mediated communication, I review Lindblom`s (1990) Hypo- and Hyper-form theory of phonetic variation and propose a new model of linguistic production in CMC. Netizens use CMC communication as conceptually oral, medially written. The reason to use chat-mode is that it saves time and space (the principle of least effort); here sound, not spelling, is the first thing to be considered. With respect to production in the proposed model, effort is no longer equated with articulatory movement, but rather with the number of keystrokes involved in typing an utterance. The production of hypo- and hyper-forms will vary according to the sender`s estimation of signal-complementary processes and his attempts to compensate for the restricted context.

Chong, Larry Dwan. 1999. Some Effects of Initial Role-game in Elementary Teachers` Training. Studies in Modern Grammar 18, 167-181. The purpose of this paper is to know how effectively Initial Role-game works in elementary teachers` training sessions. They get training how to teach 4 English skills (listening, speaking, reading, and writing) to his/her students, using songs, chants, games, and role-plays. However, this goal could not be reached appropriately because each education center didn`t have enough training specialists, native instructors didn`t understand the goal of the project well, and there were also some age and proficiency differences among trainees. To resolve these problems, a so-called `initial role-game` is developed, applied to `98 summer training session, and got some prospective results unexpected. After applying the game, when they were asked they could teach the game to students, surprisingly 55 % of them answered they could. The initial role-game offers an opportunity and some effects s follows: I) Every member can understand the goal and standard of the sessions. 2) Trainees can get rid of fear they have against native speakers and get self-confidence. 3) Each trainee can get some ideas how to cooperate and compete. 4) It maximizes their applicability, offering trainees` centered program. 5) It maximizes the effects of `Here & Now`. In conclusion, for the student-centered English education, it is essential for training centers to offer the initial trainee-centered program just like `Shopping role-game`, making everyone understand the goal of the sessions.