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Main Presentation

  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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