Learning design
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Overview of learning design using IT for language teachers
![Big questions ,[object Object],[object Object],[object Object],[object Object],T.MacKinnon, April 2010](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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Learning design
- 1. Learning design Embedding online tools in your teaching T.MacKinnon, April 2010
- 3. What do we do? CLT: Communicative Language Teaching Presentation Practice Production T.MacKinnon, April 2010
- 5. What beliefs do we hold about how learners learn? Macaro, 2003 T.MacKinnon, April 2010
- 6. Where are you? transmission interpretation At the interpretation end, the tutor is concerned to train the learner to become autonomous in language acquisition, more in tune with a constructivist view. At the transmission end of this continuum tutors would have positivist views that learning is achieved through the transmission of objective reality. They would see mastery and internalisation of language structure and form to be the learner’s goal. T.MacKinnon, April 2010 Wright, 1987
- 7. Digital revolution T.MacKinnon, April 2010
- 10. Krashen’s Natural Approach T.MacKinnon, April 2010 Comprehensible input
- 12. Lewis proposes a new model: observe hypothesise experiment T.MacKinnon, April 2010
- 14. Further reading T.MacKinnon, April 2010 Arnold, J. ed., 1999. Affect in Language Learning. Cambridge: CUP. Benson, P. and Voller, P. eds., 1997. Autonomy and Independence in Language Learning London: Addison Wesley Longman Ltd. Conole, G. and Oliver, M. eds., 2007. Contemporary Perspectives in E-learning Research. Oxen: Routledge. JISC. 2007. Student Expectations Study. Downloaded from: http://www.jisc.ac.uk/media/documents/publications/studentexpectations.pdf Klapper, J. 2006. Understanding and developing good practice. Language teaching in Higher Education. London:CILT. Richards, J. and Rodgers, T. 2001. Approaches and methods in Language Teaching. Cambridge: CUP. Wright, T., 1987. Roles of Teachers and Learners. Oxford: OUP.
Editor's Notes
- The horizontal axis represents the polarisation between theories of language input. Implicit input arises from natural exposure and sub-conscious processing, explicit from teaching and conscious processing. The vertical axis represents the concept of how language input is processed. Nativist implies that language learning is an innate skill, interactionist that language is a specialised form of knowledge that is acquired through interaction with the environment. He adds this observation: “ Of course polarizations are never absolute and theories as well as individuals place themselves on various stages along the continuum of these axes.” (p22 )