COMPUTER-ENHANCED LANGUAGE LEARNING ENVIRONMENTS

New JARGON

World wide web, internet, multimedia, CD-ROM, technology coordinator, chat room, MOO, e-mail, virus.

Presentation by

Karen Ramírez &Michael Robayo

CALL: THEORY OF LANGUAGE ACQUISITION

LEVY (1990) theory of computer-assisted language learning.

Approach linked to technologies

Increase in the number of

computers available

Desire to apply theories of SLA to the computer

using classroom

New technologies, evaluation, factors,

research on language learning.

LANGUAGE LEARNING THEORY AND THE LEARNING ENVIRONMENT

Language acquisition: cognitive mechanism and environmental

factors.

Spolsky (1989) abilities “physiological, biological,

intellectual, and cognitive skills.Opportunity “learning environment or

time multiplied by exposure to the language. How and when a learner

acquires language

Learning environment: critical component

Variables: socioeconomic status, family circumstances,

and language status

Teachers, researchers, learners, and technology can direclty influence the

classroom language learning environment.

CONDITION 1: Learners have opportunities to intract and negotiate meaning.

CONDITIONS FOR OPTIMAL LANGUAGE

LEARNING ENVIRONMENTS

SPOLSKY’S (1989) Theory of conditions for language acquisition

The learner’s:◦Kp knowledge in the present◦A Abilities◦M Motivation/affect◦O Opportunity

◦K Knowledge and skills in the future

CONDITION 2: Learners interact in the target language with an authentic audience

PURPOSEFUL INTERACTION AUTHENTICSOCIAL

INTERACTION

LEARNERSINVOLVINGARE

INVOLVED IN

TARGET LANGUAGE REAL AUDIENCE

FACILITATES LANGUAGE

ACQUISITION

Taken and Adapted Hanson : Computer –enhanced Language Learning environments: an overview.

CONDITION 3: LEARNERS ARE INVOLVED IN AUTHENTIC TASKS

Authentic tasks

Authentic goal

Cognitive challenges

Authentic communications

Activities with meaning for the learners.

Vygotsky (1978) Cited in Hanson : Computer –enhanced Language Learning environments: an overview.

CONDITION 4: Learners are exposed to and Encouraged to Produce Varied and Creative Language

Outcome of language learning

• Amount and kind of exposure to the target language

Varied and creative language

• Language input and output

Receptive and productive language

skills

• Multiple learning styles and preferences

CONDITION 5: Learners have enough time and feedback

EXPLICIT APPROPIATEINDIVIDUALIZED

FEEDBACK

Condition 6: Learners are guided to attend mindfully o the learning process

Learners must be mindful (salomon, 1990).

Motivated before the opportunities

Metacognitive guidance.

(vygotsky, 1978; Zellermayer, salomon, Globerson, & Givon, 1991). Conscious or delibarate use of learning strategies is related to language achievement and

proficiency

Oxford, 1994 says that by consciously understanding and

applying metacognitive strategies, learners are prompted to be aware

of their language, learning strategies, learning styles and

related issues.

Condition 7: Learners work in an Athmosphere with an ideal stress/ anxiety level

BROWN, 1987KRASHEN &

TERREL, 1983LOZANOV, 1978

Educators can assis in the development of an

environment by creating a lerner-

centered classroom

Giving more control to the learner removes

the confounds of teacher, learner,

school personalities, styles and goals.

PEYTON (1990b)

CONDITION 8: Learner Autonomy is Supported

Thein ,1994 : learner centered classroom

Ownership of the process: developing

solutions and guidance or mentor

ship.

Boundaries: meaningful

problems or tasks in the domain.

Severy and Duffy (1995) teacher’s role – challenge learner’s

thinking.

Consultation with and feedback

Issues of utonomy

Variables: student population, content area, and learning

context.

EXPLORING THE CALL ENVIRONMENT THROUGH RESEARCH

Purcell(1996)

Analysis

Synthesis

Evaluation

STEPS…1. ASK THE RIGHT QUESTIONS

2.REVIEW THE LITERATURE

3. ASK THE RIGHT QUESTIONS4. DETERMINE

HOW TO TEST THE RESEARCH QUESTION 5. GATHER

DATA 6. REFINE YOUR ANSWER

EXPLORING THE CALL ENVIRONMENT TROUGH RESEARCH

REVIEW THE LITERATURE

- SLA - technology and curriculum- CALL - Hawthorne effect

STATE A HYPOTHESIS

- articles- research - correction in procedures.- Question.

GATHER DATA- save student’s e-mail files.- save Drafts of an essay.-software products (new reader)- record keeper.- computer with audio and video for collecting data on student’s behavior.- Professional developed software for pronunciation and accent..-Record of all keystrokes

MODELS

Chapell, 1990 -discourse model –interaction.

Systematic model –language learning environment.

Technology does not dictate methods or questions.

Mixed study

CONCLUSIONSCALL ENHANCED LEARNING

ENVIRONMENT HAS BEEN VERY USEFUL FOR THE SLA. BESIDES FROM THE FIRST MOMENT THAT IT WAS APPLIED UNTIL

NOW IT HAS EVOLVED INTO MANY POSSIBILITIES THAT ARE LINKED TO

INTERNET, CULTURE, CRITICAL THINKING, TIC AND TELL , WEB 2.0 AND

3.0, CULTURAL CENTRES, AND MANY OTHER TECHNOLOGIES THAT WILL

EMERGE EVERYDAY.