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  • 1. E NGLISH L ANGUAGE A CQUISITION & T HE R OLE OF ICT Charles Cornelius ICT
  • 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. vision4learning.wikispaces.com
  • 4.  
  • 5.  
  • 6. Professor Stephen Heppell Emerging Technologies
  • 7.  
  • 8.  
  • 9. Stephen Krashen Monitor Theory
  • 10. Monitor Theory
    • natural order
    acquisition-learning input monitor affective filter
  • 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
  • 12. Monitor Hypothesis Learning can support acquisition by checking and correcting communication ACQUISITION LEARNING
  • 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
  • 14. Input Hypothesis “ The single most important concept in foreign language acquisition theory today.”
  • 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
  • 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
  • 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
  • 18. Affective Filter Hypothesis COMPREHENSIBLE INPUT WORRY
  • 19. Affective Filter Hypothesis COMPREHENSIBLE INPUT STRESSED
  • 20. Affective Filter Hypothesis COMPREHENSIBLE INPUT EMBARRASSED
  • 21. Affective Filter Hypothesis COMPREHENSIBLE INPUT HAPPY
  • 22. Affective Filter Hypothesis Don’t put student on the defensive Allow student to be silent Don’t do too much error correction
  • 23. OPTIMAL INPUT LOW AFFECTIVE FILTER
  • 24.  
  • 25. OPTIMAL INPUT LOW AFFECTIVE FILTER CHARLIE’S TOP TEN WAYS
  • 26. OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER 10 CHAT ROOMS
  • 27.  
  • 28.  
  • 29. CHAT ROOM
    • Optimal Input
      • comprehensible
      • relevant and interesting to chatters
      • Lots of input
    • Affective filter
      • Uninhbited
      • Time delay
  • 30. OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER 9 EMAIL
  • 31. EMAIL
    • Optimal Input
      • highly relevant and realistic form of communication
      • emails can contain considerable input to read
    • Affective filter
      • Low because of long response time
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  • 37. OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER 8 BLOGGING
  • 38.  
  • 39.  
  • 40.  
  • 41. BLOGGING
    • Optimal Input
      • focus is more on output
      • may encourage reading other blogs
      • uses revevant and realistic language
    • Affective filter
      • work is on public display
  • 42. OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER 7 PODCASTS
  • 43.  
  • 44.  
  • 45.  
  • 46. PODCASTING
    • Optimal Input
      • Excellent form of listening input
      • Can be on almost every subject so will be relevant and interesting
      • Can be quite lengthy, so provide sufficient input
    • Affective filter
      • Low because the focus is on comprehension, not response
  • 47. Noam Chomsky
  • 48. OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER 6 DICTIONARIES
  • 49.  
  • 50. DICTIONARIES
    • Optimal Input
      • provides a tool for comprehensible input
      • provides greater access to interesting, relevant material
    • Affective filter
      • allows student to be independent
      • quick way of overcoming lack of comprehension, so motivation stays high
  • 51. OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER 5 ONLINE TEXT
  • 52.  
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  • 56.  
  • 57. ONLINE TEXT
    • Optimal Input
      • colossal amounts of interesting, relevant input
      • effort needed to make it comprehensible
  • 58. OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER 4 ONLINE VIDEO
  • 59.  
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  • 63.  
  • 64. ONLINE VIDEO
    • Optimal Input
      • Video is more comprehensible because of non-linguistic clues
      • Can be highly relevant and interesting
    • Affective filter
      • low filter because of interest factor
  • 65. OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER 3 VIDEO CONFERENCING
  • 66. Ardleigh Green Junior School
  • 67. VIDEO CONFERENCING
    • Optimal Input
      • children focus on meaning and communication
      • lots of input, made more comprehensible by non-linguistic clues
    • Affective filter
      • highly motivational
  • 68. OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER 2 VIRTUAL WORLDS
  • 69.  
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  • 71.  
  • 72.  
  • 73. Second Life
  • 74. OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER 1 LANGUAGE QUESTS
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  • 83. LANGUAGE QUESTS
    • Optimal Input
      • teacher selects input from web, so can be ‘rough tuned’ for student
      • quests can respond to interests of students
    • Affective filter
      • tends to use group work
      • students can work at own pace
  • 84.
    • Language Quests
    • Virtual Worlds
    • Video Conferencing
    • Online Video
    • Online Texts
    • Electronic Dictionaries
    • Podcasts
    • Blogging
    • Email
    • Chat