1 / 16

Jean-Paul Narcy-Combes, Université Paris 3 , France Jean-Claude Bertin,

Monitoring the Learner and Intercultural Awareness in a Computer-mediated Language Learning Environment. Jean-Paul Narcy-Combes, Université Paris 3 , France Jean-Claude Bertin, Université du Havre, France. Content. Introduction Theoretical assumptions Defining terms

sheila
Download Presentation

Jean-Paul Narcy-Combes, Université Paris 3 , France Jean-Claude Bertin,

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Monitoring the Learner and Intercultural Awareness in a Computer-mediated Language Learning Environment Jean-Paul Narcy-Combes, Université Paris 3 , France Jean-Claude Bertin, Université du Havre, France

  2. Content • Introduction • Theoretical assumptions • Defining terms • Technological mediation • Understanding relations in the models • Impact of theory on practical issues

  3. Introduction • Epistemological position: technological capacities must be questioned in the terms of SLA theory(Chapelle) • Practical position: monitoring must have clearly defined objectives • Monitoring depends on the theoretical model of the learning situation on which the system is based. • Theoretical assumptions :Because of the very nature of the human faculty of language and its indissociable relationship with society,culture and human knowledge, our assumption is that L2 acquisition is made easier if learning activities combine real-world, content-based, socially and culturally viable activities. Language production is seen as the result of a dual-processing system (rule and exemplar-based)(Ellis, Skehan). Nativisation is a natural process which will require some form of mediation.

  4. From didactic relation to task(theoretical assumptions) • From a systemic perspective of language to communication and the European Framework. • Which indicators for a qualitative monitoring of learner activity + language production and mediation? • European action-based learning : sociocultural theory (Vygostki) and collaborative work.

  5. From didactic relation to task(theoretical assumptions) • Authenticity of task vs authenticity of document • A shift in references: language production – from systemics to social (and therefore cultural) act. • Intercultural awareness • new parameters to understand / interpret errors • which indicators to determine culture-related errors / monitoring (pragmalinguistic errors, sociopragmatic errors, inchoative pragmatic and extra linguistic errors, cf. Riley) • Accepted risk = some kind of reductionism

  6. Defining terms Tutoring scaffolding • Mediation • Help • Aids • Monitoring • Follow-up • Feedback • Scaffolding • Tutoring monitoring human tutor machine tutor TEACHER TUTOR mediation LEARNER follow-up feedback TASK help (software) help (software) aids (hardware) retroaction on task and/or form of mediation

  7. Technological mediation and learning situation the learning cycle

  8. The learning cycle No certainty as to the «automatic » completion of the cycle  based on different theories Environment, objectives, individuality Monitoring : yes LEARNING SYSTEM Follow-up : yes Aids : yes / Help : yes Feedback : yes Scaffolding : by teacher Tutor/learner meetings Organizing « progress » Restructuring Training (micro-tasks with Deep-processing) Interaction (macro-tasks) LANGUAGE CONTENT DISCIPLINE (2) (2) (1) Objective : create needs Monitoring : yes Follow-up : yes Evaluation / critical information Is noticing efficient ? Aids : yes / Help : no • Language – culture • Final objective : •  not acculturation •  cultural awareness • (as part of language learning) Feedback : if problems Scaffolding : by peers CONTENT : LANGUAGE INTEGRATION

  9. How distance plays on the model (Synchronous) chat (Synchronous) chat

  10. Understanding relations in the models(expliciting the meaning of the arrows) • Focusing on the RELATIONS between the poles of the model. • Various types of guidance may co-exist within a learning environment.

  11. How does theory affect our question: what is monitoring for? • What should be noticed (tracked) – knowledge or learning paths? • Learning paths: do they reveal learning strategies? • Are these strategies of a linguistic (systemic), interactionnal or pragmatic nature?

  12. What is to be monitored ? • Learner macro-activity   • Learner micro-activity • In relation with the object of learning (SLA perspectives) • Data used for monitoring will depend on the answers to these questions. • Language used or strategies chosen?

  13. Machine tutor : model ? Multiagent system follow-up monitoring machine feedback human tutor feedback scaffolding (learner/designer)

  14. Conclusions… ? • Final objective of monitoring : track features of socio-cognitive, cultural and emotional conflicts (in order to provide help for their resolution) • Suggesting (not controlling) alternative strategies and paths (scaffolfing) • Monitoring modalities: human and/or technological mediation – proaction/reaction • Research perspectives : opening new grounds for monitoring systems in computer-mediated learning environments…

  15. A few references (1)Jean-Paul Narcy-Combes : jean-paul.narcy-combes@wanadoo.frJean-Claude Bertin : jean-claude.bertin@univ-lehavre.fr • ABDALLAH-PRETCEILLE, M. (2004): L’éducation interculturelle. 2ème édition. Paris : PUF. • ANDREEVA-SUSSIN, I. (2006) Vers une perspective relationnelle dans l’apprentissage d’une langue étrangère : cultures d’appartenance et cultures partenaire. Thèse de l’université de Nantes. • BERTIN Jean-Claude, Des outils pour des langues - Multimédia et apprentissage des langues, Ellipses, Paris, 2001 • BERTIN Jean-Claude, ANNOOT Emmanuelle, GRAVE Patrick, « Quelles médiations dans les formations à distance avec les nouvelles technologies dans l’Enseignement Supérieur ? », rapport de recherche IRSHS, Janvier 2005 http://perso.wanadoo.fr/jean-claude.bertin/SiteBertin.htm • BERTIN Jean-Claude, GRAVE Patrick, « How to design a cognitive agent for distance language learning », CALICO? University of Hawai at Manoa, may 2006,http://perso.wanadoo.fr/jean-claude.bertin/SiteBertin.htm • BESSE H., "Documents authentiques et enseignement / apprentissage de la grammaire d'une langue étrangère", in Cortès (éd.), Une introduction à la recherche en didactique des langues, 1987, pp 181-214. • BYGATE, M., SKEHAN, P., and SWAIN, M. (eds) (2001) Researching pedagogic tasks: Second language learning, teaching and testing. Harlow : Longman. • BYRAM, M. & GRUNDY, P. eds (2003) Context and Culture in language Teaching and learning. Clevedon: Multilingual matters. • CARRE, Philippe, MOISAN André et POSSON Daniel, L’autoformation : psychopédagogie, ingénierie, sociologie, Paris : PUF, 1997. • CHAPELLE, C. A. (2003) English Language Learning and Technology. Amsterdam/Philadelphia : John Benjamins..

  16. A few references (2) • ELLIS, R. (2003) Task-based Language Learning and Teaching, Oxford : OUP. • GAONAC’H, D. (2005) "Les différentes fonctions de la mémoire dans l'apprentissage des langues étrangères."Conférence plénière au XXVIIe Congrès de l'APLIUT, IUT de Toulon Sud Var, 2-4 juin 2005. • JORDAN, G. (2004) Theory Construction in Second Language Acquisition. Amsterdam : John Benjamins • KRAMSCH, C. (2003) “ From practice to Theory and back Again”, in Byram, M. & Grundy, P. eds (2003) Context and Culture in language Teaching and learning. Clevedon: Multilingual matters.NARCY-COMBES, J.-P. (2005) Didactique des langues et TIC : vers une recherche-action responsable. Paris/Ophrys. • POTHIER, M. (2003) Multimédias, dispositifs d’apprentissage et acquisition des langues. Paris : Ophrys. • RICHTERICH R. et WIDDOWSON H.G. (éds), Description, Présentation et Enseignement des Langues, 1981 • RILEY, P. (1984) “Coming to Terms: Negotitation and Intercultural Communication” in Mélanges Crapel. U de Nancy 2, 117-138 ROBINSON, P. (2001) Cognition and Second Language Instruction. Cambridge : CUP SEIDLHOFER, B. (2003) Controversies in Applied Linguistics. Oxford : OUP. • SKEHAN, P. (1989) Individual Differences in Second Language Acquisition. London : E. Arnold. • WIDDOWSON H.G., Aspects of Language Teaching, O.U.P., Oxford, 1990. • ZARATE, G. 1 GOHARD-RADENKOVIC dirs, 2004 la reconnaissance des competences interculturelles: de la grille à la carte. Paris : Didier

More Related