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LECTURE 2 LHE3204

LECTURE 2 LHE3204. TOPIC : CAN COMPUTERS PROMOTE LANGUAGE LEARNING?. 1. Introduction. AS FUTURE GENERATION OF ESL TEACHERS, WE ARE ENTERING A PHASE WHERE WE MUST BE AWARE OF THE NEW TOOLS WHICH ARE OFFERED TO US. Introduction…cont’d.

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LECTURE 2 LHE3204

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  1. LECTURE 2LHE3204 • TOPIC: CAN COMPUTERS PROMOTE LANGUAGE LEARNING?

  2. 1. Introduction • AS FUTURE GENERATION OF ESL TEACHERS, WE ARE ENTERING A PHASE WHERE WE MUST BE AWARE OF THE NEW TOOLS WHICH ARE OFFERED TO US.

  3. Introduction…cont’d • THE USE OF COMPUTERS AS AN INTEGRATED TEACHING TOOL IS INCREASING AS WE SPEAK AND IT IS OUR RESPONSIBILITY TO ADAPT TO THE NEWEST METHODS AND TECHNOLOGIES FOR THE BENEFIT OF THE YOUNGER GENERATION.

  4. 2. CONDITIONS FOR SECOND LANGUAGE ACQUISITION • Egbert, Chao, and Hanson-Smith (1999) discuss 8 conditions that promote language acquisition: • Condition 1: Learners Have Opportunities to Interact and Negotiate Meaning. •  If learning is a social process, then interaction with other people is necessary.

  5. Condition 2: Learners Interact in the Target Language With an Authentic Audience. • Ernst (1994), Pica, Young, & Doughty (1987), and Web (1985) found that language learners must be involved not only in social interaction but in purposeful interaction, which includes a real audience that is actively involved with the learners.

  6. Condition 3: Learners Are Involved in Authentic Tasks. • Chun (1994), Kelm (1992), and Meagher (1995) reported that learners tend to be inspired by having not only a real audience but also an authentic goal for their work.

  7. It is important to design tasks to enable students use their target language and to function in authentic communications.

  8. Condition 4: Learners Are Exposed to and Encouraged to Produce Varied and Creative Language. • Spolsky (1989) – whatever the language learner brings back to task (innate ability, attitudes, previous knowledge, and experience); the outcome of language learning depends on the amount and kind of exposure to the target language.

  9. Condition 5: Learners Have Enough Time and Feedback. • Learners need adequate time and feedback - facilitate the formulation of ideas. • Individual differences in ability, motivation, and other factors determine how much time each learner requires to complete a task successfully.

  10. Condition 6: Learners Are Guided to Attend Mindfully to the Learning Process. • Salomon (1990) – during the learning process, students must be mindful; that is, they must be motivated to take the opportunities presented to them and to be cognitively engaged as they perform them

  11. Condition 7: Learners Work in an Atmosphere With an Ideal Stress/Anxiety Level. • Educators can assist in the development of a user-friendly environment by creating a learner-centered classroom where students have control over their learning. • So, teacher’s expectations must be reasonable and the goals are attainable.

  12. Condition 8: Learner autonomy is Supported • Thein (1994) describes a learner-centered classroom as one that develops learner’s confidence and skills to learn autonomously and to design and coordinate tasks in a variety of contexts. • Autonomy = independent action

  13. - END OF LECTURE 2 -

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