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Iaslt 2011


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Iaslt 2011

  1. 1. The Relevance of Input Theories to Computer Assisted Language Teaching Camelia Nuñez, Juan Luis Suárez,
  2. 2. Multidisciplinary <ul><li>Second Language Acquisition </li></ul><ul><li>Second Language Teaching </li></ul><ul><li>Natural Language Processing in CALL </li></ul>
  3. 3. The Field of SLA <ul><li>1. How does SLA take place? </li></ul><ul><ul><li>What are the factors that play a role in SLA? </li></ul></ul><ul><ul><li>What are the stages that an L2 learner goes through? </li></ul></ul><ul><li>2. How do language learners access their L2 linguistic system? </li></ul><ul><ul><li>What mechanisms do L2 learners use in order to produce the L2? </li></ul></ul><ul><ul><li>Are learner errors due to the lack of linguistic knowledge or are they related to the different mechanisms they use to produce language ? </li></ul></ul>
  4. 4. Input <ul><li>The concept of input is perhaps the single most important concept of second language acquisition. It is trivial to point out that no individual can learn a second language without input of some sort. In fact, no model of second language acquisition does not avail itself of input in trying to explain how learners create second language grammars. (Gass, 1997). </li></ul>
  5. 5. Input Theories <ul><li>The Input Hypothesis (Krashen 1981, 1985) </li></ul><ul><ul><ul><li>Comprehensible input containing i+1 is “the essential ingredient for second language acquisition.” (Krashen, 2005) </li></ul></ul></ul><ul><li>The Interaction Hypothesis (Long 1981,1996; Gass,2003) </li></ul><ul><ul><ul><li>“ conversational interaction in a second language forms the basis for the development of language rather than being only a forum for practice for specific language features.” (Gass, 2005) </li></ul></ul></ul><ul><li>The Output Hypothesis (Swain, 1995; 2005) </li></ul><ul><ul><ul><li>“ the act of producing language (speaking or writing) constitutes part of the process of second language learning.” (Swain, 2005) </li></ul></ul></ul>
  6. 6. The Field of SL Teaching <ul><li>Four components to teaching (Freeman, 1989) </li></ul><ul><li> knowledge </li></ul><ul><li> skills </li></ul><ul><li> attitude </li></ul><ul><li> awareness </li></ul>
  7. 7. SL Teaching: Main Objective <ul><li>Communicative Competence </li></ul>
  8. 8. The CulturePlex Laboratory <ul><li>Research on several phases of cultural dynamics </li></ul><ul><ul><li>Creation </li></ul></ul><ul><ul><li>Transmission </li></ul></ul><ul><ul><li>Representation </li></ul></ul><ul><li>Cultural Complexity </li></ul><ul><ul><li>Analysis at several scales </li></ul></ul><ul><ul><li>Multidisciplinary approach </li></ul></ul><ul><ul><li>Taking advantage of new technologies </li></ul></ul>
  9. 9. VL3 <ul><li>Prototype of a virtual language learning lab </li></ul><ul><li> input theories </li></ul><ul><li> specialized adaptation of spoken dialogue system technology </li></ul>
  10. 10. Natural Language Inc. <ul><li>Based on grammatical analysis strategies (superior to using keyword spotting) </li></ul><ul><li>Lexical level: words are analyzed in microseconds </li></ul><ul><li>Allows for constructions with temporal grammatical dependencies </li></ul><ul><li>Representation of anaphoric expressions </li></ul><ul><li>Allows for simple ellipsis </li></ul><ul><li>Allows for immediate correction </li></ul><ul><li>Manipulates idiomatic constructions (afterthoughts, interjections, etc.) </li></ul><ul><li>Memory </li></ul>
  11. 11. How? <ul><li>Methodology: </li></ul><ul><li>Task Based Language Learning </li></ul><ul><ul><li>“ goal-oriented communicative activity with a specific outcome, where the emphasis is on exchanging meanings, not producing specific language forms” (Willis, 1996) </li></ul></ul>
  12. 12. How?
  13. 13. How?
  14. 14. <ul><li>THANK YOU! </li></ul><ul><li>Camelia Nunez ( [email_address] ) </li></ul><ul><li>Juan Luis Suarez ( [email_address] ) </li></ul>