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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
    • 32.  
    • 33.  
    • 34.  
    • 35.  
    • 36.  
    • 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.  
    • 53.  
    • 54.  
    • 55.  
    • 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.  
    • 60.  
    • 61.  
    • 62.  
    • 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.  
    • 70.  
    • 71.  
    • 72.  
    • 73. Second Life
    • 74. OPTIMAL INPUT LOW AFFECTIVE FILTER N UMBER 1 LANGUAGE QUESTS
    • 75.  
    • 76.  
    • 77.  
    • 78.  
    • 79.  
    • 80.  
    • 81.  
    • 82.  
    • 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

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