Monitoring the learner – who, why and what for?

1. Monitoring the learner – who, why and what for? Jean-Claude Bertin, Université du Havre, France Jean-Paul Narcy-Combes, Université Paris 3 , 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).

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 act.

6. Defining terms scaffolding • Mediation • Help • Aids • Monitoring • Follow-up • Feedback • Scaffolding 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 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 Feedback : if problems Scaffolding : by peers CONTENT : LANGUAGE INTEGRATION

9. How distance plays on the model

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. Putting theory into practice: ex. 1 Writing task (Learning Lab Suite online) Tutor /Peer feedback «Rule» Vs «Exemplars» learning

14. Putting theory into practice - example 2 Cognitive agents (University of Le Havre) • Research programme : linguistics / education / computer sciences • Using multi-layer / multi-agents systems to monitor learner activity and offer individualized feedback in distant learning environments • ”How to devise a cognitive agent for distance language learning” (Bertin, Gravé)

15. Conclusion… ? • Final objective of monitoring : trace features of socio-cognitive 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…

16. A few references…Jean-Paul Narcy-Combes : jean-paul.narcy-combes@wanadoo.frJean-Claude Bertin : jean-claude.bertin@univ-lehavre.fr • 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. • BUSER, P. (1999) Cerveau de soi, cerveau de l’autre. Paris : Odile Jacob. • BYGATE, M., SKEHAN, P., and SWAIN, M. (eds) (2001) Researching pedagogic tasks: Second language learning, teaching and testing. Harlow : Longman. • 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. • DAMASIO, A R.(1996) L’erreur de Descartes, la raison des émotions. Paris : Odile Jacob. • ELLIS, R. (2003) Task-based Language Learning and Teaching, Oxford : OUP. • ELLIS, R.(1997) SLA Research and Language 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. • HOUSSAYE Jean, Le triangle pédagogique, Suisse: Peter Lang, 1988 • JORDAN, G. (2004) Theory Construction in Second Language Acquisition. Amsterdam : John Benjamins • LEGENDRE, R. Dictionnaire actuel de l’éducation, Paris, Montréal : Larousse, 1988 • LEDOUX, J. (2003) Neurobiologie de la personnalité. Paris : Odile Jacob. • 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 • ROBINSON, P. (2002) Individual Differences and Instructed Language Learning. Amsterdam/Philadelphia : John Benjamins. • 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.