Text of Computer enhanced language learning environments
1. COMPUTER-ENHANCED LANGUAGE LEARNING ENVIRONMENTS New JARGONWorld wide web, internet, multimedia, CD-ROM,technology coordinator, chat room, MOO, e-mail, virus. Presentation by Karen Ramrez & Michael Robayo
2. CALL: THEORY OF LANGUAGEACQUISITION 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.
3. LANGUAGE LEARNING THEORY ANDTHE 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.
4. CONDITIONSFOR OPTIMAL LANGUAGE LEARNING ENVIRONMENTSCONDITION 1: Learners haveopportunities to intract andnegotiate meaning.
5. The learners: Kp knowledge in the present A Abilities M Motivation/affect O Opportunity K Knowledge and skills in the futureSPOLSKYS (1989) Theory ofconditions for languageacquisition
6. CONDITION 2: Learners interact in thetarget language with an authenticaudience SOCIAL PURPOSEFUL AUTHENTIC INTERACTION INTERACTION ARE INVOLVING LEARNERS INVOLVED IN FACILITATES TARGET LANGUAGE LANGUAGE REAL AUDIENCE ACQUISITIONTaken and Adapted Hanson : Computer enhanced LanguageLearning environments: an overview.
7. CONDITION 3: LEARNERS AREINVOLVED IN AUTHENTIC TASKS Activities with meaning for the learners. Authentic communications Cognitive challenges Authentic goal Authentic tasks Vygotsky (1978) Cited in Hanson : Computer enhanced Language Learning environments: an overview.
8. CONDITION 4: Learners are exposedto and Encouraged to Produce Variedand Creative Language Amount and Outcome of kind of language exposure to the target learning language Varied and Language creative input and output language Receptive and Multiple learning productive styles and language skills preferences
9. CONDITION 5: Learners haveenough time and feedback EXPLICIT FEEDBACK APPROPIATE INDIVIDUALIZED
10. Condition 6: Learners are guided toattend mindfully o the learningprocess 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.
11. Condition 7: Learners work in anAthmosphere with an ideal stress/anxiety level BROWN, 1987 Educators can assis in KRASHEN & the development of an TERREL, 1983 environment by LOZANOV, 1978 creating a lerner- centered classroom Giving more control to the learner removes PEYTON the confounds of teacher, learner, (1990b) school personalities, styles and goals.
12. Thein ,1994 : learner centered classroom Ownership of the Variables: student process: developing population, content solutions and area, and learning guidance or mentor context. ship. Boundaries: meaningful Issues of utonomy problems or tasks in the domain. Severy and Duffy Consultation with and (1995) teachers role feedback challenge learners thinking.CONDITION 8: LearnerAutonomy is Supported
13. EXPLORING THE CALLENVIRONMENT THROUGH RESEARCH Analysis Purcell(1996) Synthesis Evaluation
14. STEPS1. ASK THERIGHT 2.REVIEWQUESTIONS THE 3. ASK THE LITERATURE RIGHT4. DETERMINE QUESTIONSHOW TO TESTTHE RESEARCHQUESTION 5. GATHER DATA 6. REFINE YOUR ANSWER
15. EXPLORING THE CALL ENVIRONMENT TROUGH RESEARCH