E NGLISH L ANGUAGE A CQUISITION &   T HE  R OLE   OF  ICT Charles Cornelius ICT
E NGLISH L ANGUAGE A CQUISITION &   T HE  R OLE   OF  ICT Charles Cornelius ICT Information Communication Technology How d...
vision4learning.wikispaces.com
 
 
Professor Stephen Heppell Emerging Technologies
 
 
Stephen   Krashen Monitor Theory
Monitor Theory <ul><li>natural order </li></ul>acquisition-learning input monitor affective filter
Acquisition-Learning Hypothesis Two separate processes LEARNING ACQUISITION Subconscious Similar to  first language Commun...
Monitor Hypothesis Learning can support acquisition by checking and correcting communication ACQUISITION LEARNING
Natural Order Hypothesis -ing endings  he is play ing  football Simple plurals two cat s Linking verb “to be”  Zuzka  is  ...
Input Hypothesis “ The single most important concept in foreign language acquisition theory today.”
Optimal Input “ The main function of the foreign language teacher is to help make input comprehensible. ”  Comprehensible ...
Comprehensible Input For acquisition to take place,  the input needs to be  a  little bit beyond  what the student already...
Comprehensible Input i + 1 input i + 1 input i + 1 input i + 1 input i + 1 input i + 1 input i + 1 input In Sufficient Qua...
Affective Filter Hypothesis COMPREHENSIBLE INPUT WORRY
Affective Filter Hypothesis COMPREHENSIBLE INPUT STRESSED
Affective Filter Hypothesis COMPREHENSIBLE INPUT EMBARRASSED
Affective Filter Hypothesis COMPREHENSIBLE INPUT HAPPY
Affective Filter Hypothesis Don’t put student on the defensive Allow student to be silent Don’t do too much error correction
OPTIMAL INPUT LOW AFFECTIVE FILTER
 
OPTIMAL INPUT LOW AFFECTIVE FILTER CHARLIE’S TOP TEN WAYS
OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER  10 CHAT ROOMS
 
 
CHAT ROOM <ul><li>Optimal Input </li></ul><ul><ul><li>comprehensible </li></ul></ul><ul><ul><li>relevant  and  interesting...
OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER  9 EMAIL
EMAIL <ul><li>Optimal Input </li></ul><ul><ul><li>highly  relevant  and  realistic  form of communication </li></ul></ul><...
 
 
 
 
 
OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER  8 BLOGGING
 
 
 
BLOGGING <ul><li>Optimal Input </li></ul><ul><ul><li>focus is more on output </li></ul></ul><ul><ul><li>may encourage read...
OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER  7 PODCASTS
 
 
 
PODCASTING <ul><li>Optimal Input </li></ul><ul><ul><li>Excellent form of  listening input </li></ul></ul><ul><ul><li>Can b...
Noam Chomsky
OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER  6 DICTIONARIES
 
DICTIONARIES <ul><li>Optimal Input </li></ul><ul><ul><li>provides a tool for  comprehensible input </li></ul></ul><ul><ul>...
OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER  5 ONLINE TEXT
 
 
 
 
 
ONLINE TEXT <ul><li>Optimal Input </li></ul><ul><ul><li>colossal amounts  of interesting, relevant input </li></ul></ul><u...
OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER  4 ONLINE VIDEO
 
 
 
 
 
ONLINE VIDEO <ul><li>Optimal Input </li></ul><ul><ul><li>Video is more comprehensible because of  non-linguistic clues </l...
OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER  3 VIDEO CONFERENCING
Ardleigh Green Junior School
VIDEO CONFERENCING <ul><li>Optimal Input </li></ul><ul><ul><li>children focus on  meaning and communication </li></ul></ul...
OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER  2 VIRTUAL WORLDS
 
 
 
 
Second Life
OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER  1 LANGUAGE QUESTS
 
 
 
 
 
 
 
 
LANGUAGE QUESTS <ul><li>Optimal Input </li></ul><ul><ul><li>teacher selects input  from web, so can be ‘rough tuned’ for s...
<ul><li>Language Quests </li></ul><ul><li>Virtual Worlds </li></ul><ul><li>Video Conferencing </li></ul><ul><li>Online Vid...
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    1. 1. E NGLISH L ANGUAGE A CQUISITION & T HE R OLE OF ICT Charles Cornelius ICT
    2. 2. E NGLISH L ANGUAGE A CQUISITION & T HE R OLE OF ICT Charles Cornelius ICT Information Communication Technology How do children develop the ability to communicate in a foreign language? How can ICT help?
    3. 3. vision4learning.wikispaces.com
    4. 6. Professor Stephen Heppell Emerging Technologies
    5. 9. Stephen Krashen Monitor Theory
    6. 10. Monitor Theory <ul><li>natural order </li></ul>acquisition-learning input monitor affective filter
    7. 11. Acquisition-Learning Hypothesis Two separate processes LEARNING ACQUISITION Subconscious Similar to first language Communication not correctness Fluency Conscious Structured teaching Knowledge (eg grammatical rules) Accuracy
    8. 12. Monitor Hypothesis Learning can support acquisition by checking and correcting communication ACQUISITION LEARNING
    9. 13. Natural Order Hypothesis -ing endings he is play ing football Simple plurals two cat s Linking verb “to be” Zuzka is a teacher Auxiliary verbs she is talking Article the , a Irregular past tense he went Regular past she looked 3rd person singular she runs Possessives Josef ’s nose
    10. 14. Input Hypothesis “ The single most important concept in foreign language acquisition theory today.”
    11. 15. Optimal Input “ The main function of the foreign language teacher is to help make input comprehensible. ” Comprehensible Interesting Relevant Not grammatically sequenced In sufficient quantity
    12. 16. Comprehensible Input For acquisition to take place, the input needs to be a little bit beyond what the student already knows. Krashen: i+1 How? Background knowledge Contextual clues Graphic clues Non-linguistic clues Scaffolding
    13. 17. Comprehensible Input i + 1 input i + 1 input i + 1 input i + 1 input i + 1 input i + 1 input i + 1 input In Sufficient Quantity
    14. 18. Affective Filter Hypothesis COMPREHENSIBLE INPUT WORRY
    15. 19. Affective Filter Hypothesis COMPREHENSIBLE INPUT STRESSED
    16. 20. Affective Filter Hypothesis COMPREHENSIBLE INPUT EMBARRASSED
    17. 21. Affective Filter Hypothesis COMPREHENSIBLE INPUT HAPPY
    18. 22. Affective Filter Hypothesis Don’t put student on the defensive Allow student to be silent Don’t do too much error correction
    19. 23. OPTIMAL INPUT LOW AFFECTIVE FILTER
    20. 25. OPTIMAL INPUT LOW AFFECTIVE FILTER CHARLIE’S TOP TEN WAYS
    21. 26. OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER 10 CHAT ROOMS
    22. 29. CHAT ROOM <ul><li>Optimal Input </li></ul><ul><ul><li>comprehensible </li></ul></ul><ul><ul><li>relevant and interesting to chatters </li></ul></ul><ul><ul><li>Lots of input </li></ul></ul><ul><li>Affective filter </li></ul><ul><ul><li>Uninhbited </li></ul></ul><ul><ul><li>Time delay </li></ul></ul>
    23. 30. OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER 9 EMAIL
    24. 31. EMAIL <ul><li>Optimal Input </li></ul><ul><ul><li>highly relevant and realistic form of communication </li></ul></ul><ul><ul><li>emails can contain considerable input to read </li></ul></ul><ul><li>Affective filter </li></ul><ul><ul><li>Low because of long response time </li></ul></ul>
    25. 37. OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER 8 BLOGGING
    26. 41. BLOGGING <ul><li>Optimal Input </li></ul><ul><ul><li>focus is more on output </li></ul></ul><ul><ul><li>may encourage reading other blogs </li></ul></ul><ul><ul><li>uses revevant and realistic language </li></ul></ul><ul><li>Affective filter </li></ul><ul><ul><li>work is on public display </li></ul></ul>
    27. 42. OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER 7 PODCASTS
    28. 46. PODCASTING <ul><li>Optimal Input </li></ul><ul><ul><li>Excellent form of listening input </li></ul></ul><ul><ul><li>Can be on almost every subject so will be relevant and interesting </li></ul></ul><ul><ul><li>Can be quite lengthy, so provide sufficient input </li></ul></ul><ul><li>Affective filter </li></ul><ul><ul><li>Low because the focus is on comprehension, not response </li></ul></ul>
    29. 47. Noam Chomsky
    30. 48. OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER 6 DICTIONARIES
    31. 50. DICTIONARIES <ul><li>Optimal Input </li></ul><ul><ul><li>provides a tool for comprehensible input </li></ul></ul><ul><ul><li>provides greater access to interesting, relevant material </li></ul></ul><ul><li>Affective filter </li></ul><ul><ul><li>allows student to be independent </li></ul></ul><ul><ul><li>quick way of overcoming lack of comprehension, so motivation stays high </li></ul></ul>
    32. 51. OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER 5 ONLINE TEXT
    33. 57. ONLINE TEXT <ul><li>Optimal Input </li></ul><ul><ul><li>colossal amounts of interesting, relevant input </li></ul></ul><ul><ul><li>effort needed to make it comprehensible </li></ul></ul>
    34. 58. OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER 4 ONLINE VIDEO
    35. 64. ONLINE VIDEO <ul><li>Optimal Input </li></ul><ul><ul><li>Video is more comprehensible because of non-linguistic clues </li></ul></ul><ul><ul><li>Can be highly relevant and interesting </li></ul></ul><ul><li>Affective filter </li></ul><ul><ul><li>low filter because of interest factor </li></ul></ul>
    36. 65. OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER 3 VIDEO CONFERENCING
    37. 66. Ardleigh Green Junior School
    38. 67. VIDEO CONFERENCING <ul><li>Optimal Input </li></ul><ul><ul><li>children focus on meaning and communication </li></ul></ul><ul><ul><li>lots of input, made more comprehensible by non-linguistic clues </li></ul></ul><ul><li>Affective filter </li></ul><ul><ul><li>highly motivational </li></ul></ul>
    39. 68. OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER 2 VIRTUAL WORLDS
    40. 73. Second Life
    41. 74. OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER 1 LANGUAGE QUESTS
    42. 83. LANGUAGE QUESTS <ul><li>Optimal Input </li></ul><ul><ul><li>teacher selects input from web, so can be ‘rough tuned’ for student </li></ul></ul><ul><ul><li>quests can respond to interests of students </li></ul></ul><ul><li>Affective filter </li></ul><ul><ul><li>tends to use group work </li></ul></ul><ul><ul><li>students can work at own pace </li></ul></ul>
    43. 84. <ul><li>Language Quests </li></ul><ul><li>Virtual Worlds </li></ul><ul><li>Video Conferencing </li></ul><ul><li>Online Video </li></ul><ul><li>Online Texts </li></ul><ul><li>Electronic Dictionaries </li></ul><ul><li>Podcasts </li></ul><ul><li>Blogging </li></ul><ul><li>Email </li></ul><ul><li>Chat </li></ul>
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