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Challenges of Grammar Learning Today on the WWW

Challenges of Grammar Learning Today on the WWW. Brno 30/03/06. Josef Schmied/Isabel Heller English Language & Linguistics Chemnitz University of Technology www.tu-chemnitz.de/phil/english/linguistics. Can the WWW replace the native speaker?. 1. What is the target model?

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Challenges of Grammar Learning Today on the WWW

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  1. Challenges of Grammar Learning Today on the WWW Brno 30/03/06 Josef Schmied/Isabel Heller English Language & Linguistics Chemnitz University of Technology www.tu-chemnitz.de/phil/english/linguistics

  2. Can the WWW replace the native speaker? 1. What is the target model? 2. Can the WWW provide enough resources? 3. Evaluation of WWW sites for grammar learning 4. Problems and perspectives

  3. What is the target model in a changing world? a changing world: • predictions about “English in the 21st century” (Graddol 1997, updated 2006) and beyond • Common European Framework of Reference for Languages: Learning, Teaching, Assessment (1991-1996-2001)

  4. English in the 21st century Graddol 1997:2 “As the world is in transition, so the English language is taking new forms.” • change of a language always reflects the language's contact with other languages and changing communication needs of people (cf. Graddol 1997:2) - English as the national lingua franca? - invasion of Anglicisms in Czech?-

  5. New era for language "The internet and related information technologies, for example, may upset the traditional patterns of communication upon which institutional and national cultures have been built. We have entered a period in which language and communication will play a more central role than ever before in economic, political and cultural life- just at the moment in history that a global language has emerged.” Graddol (1997: 3) • A new world era for language itself? for communication technology! • and thus for (changing rapidly) language usage and learning?!

  6. Proficiency in Language Styles Graddol 1997: 43 “Many employers indeed insist on particular ways of addressing and talking to clients and customers, since this language has become an integral part of the service offered.“ Employees today “have to adopt a wide variety of language styles” English “must be usable for both team working and service interactions.” “demands on employee’s competence in English are rising. Education and training programmes are only just beginning to be tailored to employment trends.”

  7. The CEF and the European Centre for Modern Languages ECML • CEF core principle: (F17) “complete the establishment of an effective European system of information exchange covering all aspects of language learning, teaching and research, and making full use of information technology”(CEF 1996-2001:2) • ECML-Aims: “help to implement reforms in progress and encourage innovation in language teaching and teacher training“(Trim 2001:2)

  8. Standards for English (as a lingua franca) Graddol (1997: 3): “The use of English as a global lingua franca requires intelligibility and the setting and maintenance of standards.” a challenge for universities: • standard C1  C2 ? • training “language service providers”?

  9. Global English • “near-native” English • skills required for advanced English competence/ use of English as lingua franca from a formal to a functional perspective * • the discussion of “Euro English” + related projects

  10. Developing new standards? • pronunciation: variational (pluricentral) • intonation? stress-timed • lexicon: local expansion through lexicology • idiomaticity? more flexible & prototypical ? • discourse: more local & prototypical ? • grammar: more local & prototypical which level? which skill?

  11. Is it related to complexity? • pronunciation: N Jarek? • intonation? N abstraction • lexicon: N ontology • idiomaticity? N/Y (frequency/flexibility) • discourse: Y • grammar: Y

  12. Can the WWW provide enough resources? • pronunciation: Y even dictionary CDs • intonation? Y level abstraction problem • lexicon: Y • idiomaticity? Y WebPhraseCount • discourse: Y • grammar: Y special abstraction problem learning process control: yes?/train?/talent?

  13. WWW-Resources • Pronunciation/ Intonation/ Discourse Standards for English (as a lingua franca) • Lexicon www.leo.org; Chemnitz Dictionary • Grammar http://grammar.free-esl.com/; www.english-coach.com;CING, English Grammar on the internet (London) • No evaluation available. DIY

  14. 5. The ideal hypertext grammar learner • autonomous learner * • power web user * • English specialist • grammar freak How does the www help to foster this profile?

  15. WWW (Usage) Learner Difficulties: - Navigation - Orientation Theories of learning with hypertext Theories of autonomous learning WWW Usage Rationale What does it take? - Non-comprehension of Authent. Language Material - No guidance (extern./intern.) 

  16. References • http://www.britishcouncil.org/learning-elt-future.pdf (retr. 24/03/2006) • Trim, J. (2001). The work of the Council of Europe in the field of Modern Languages 1957-2001. Talk presented at the European Day of Languages – 26/09/2001 • A Common European Framework of Reference for Languages: Learning, Teaching, Assessment: google

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