SLA & CALL
Literature Review on SLA & CALL <ul><li>Role of CMC technologies in teaching of FLs / L2s (Laffords, 2005): </li></ul><ul>...
Literature Review on SLA & CALL <ul><li>Competing Theories of SLA & CALL (Leloup & Ponterio, 2003): </li></ul><ul><ul><li>...
Categories of CMC Technologies (Laffords, 2005) <ul><li>Wired Connectivity </li></ul><ul><li>Wireless Connectivity </li></ul>
Categories of CMC Technologies (Laffords, 2005): Wired Connectivity <ul><li>?: Networking by which a desktop or laptop com...
Categories of CMC Technologies (Laffords, 2005) <ul><li>Wired Connectivity </li></ul><ul><li>Wireless Connectivity </li></ul>
Categories of CMC Technologies (Laffords, 2005): Wireless Connectivity <ul><li>?: Networking by which a desktop or laptop ...
Categories of CMC Technologies (Laffords, 2005): Wireless Connectivity <ul><li>Types of wireless connectivity: </li></ul><...
SLA through CMC (Laffords, 2005) <ul><li>Asynchronous CMC </li></ul><ul><li>Synchronous CMC </li></ul>
SLA through CMC (Laffords, 2005): Asynchronous CMC <ul><li>Email: </li></ul><ul><ul><li>?: Message from one user to one us...
SLA through CMC (Laffords, 2005): Asynchronous CMC <ul><li>Threaded Discussion Boards: </li></ul><ul><ul><li>?: Posting of...
<ul><li>Threaded Discussion Boards with Audio: </li></ul><ul><ul><li>? Posting of a spoken message, music clip, or another...
SLA through CMC (Laffords, 2005): Asynchronous CMC <ul><li>Wikis : </li></ul><ul><ul><ul><li>?: Web pages edited by a visi...
SLA through CMC (Laffords, 2005) <ul><li>Asynchronous CMC </li></ul><ul><li>Synchronous CMC </li></ul>
SLA through CMC (Laffords, 2005): Synchronous CMC <ul><li>Instant Messaging (IM): </li></ul><ul><ul><li>?: close relative ...
SLA through CMC (Laffords, 2005): Synchronous CMC <ul><li>Multiple user Text Chat: </li></ul><ul><ul><li>? Simultaneous ch...
Task-Based Instruction (Laffords, 2005) <ul><li>TBI? Focus on purposeful language use through the use of content-driven ta...
Task-Based Instruction (Laffords, 2005) <ul><li>Interactive tasks “form the basis for SLA” and activities with negotiation...
What does the Research Indicate? (Leloup & Ponterio, 2003) <ul><li>Sociocultural  issues </li></ul><ul><li>Affect </li></u...
What does the Research Indicate? (Leloup & Ponterio, 2003) <ul><li>Sociocultural issues :  </li></ul><ul><ul><li>language ...
What does the Research Indicate? (Leloup & Ponterio, 2003) <ul><li>Sociocultural issues </li></ul><ul><li>Affect </li></ul...
What does the Research Indicate? (Leloup & Ponterio, 2003) <ul><li>Affect: </li></ul><ul><ul><li>positive student attitude...
What does the Research Indicate? (Leloup & Ponterio, 2003) <ul><li>Sociocultural issues </li></ul><ul><li>Affect </li></ul...
What does the Research Indicate? (Leloup & Ponterio, 2003) <ul><li>Language awareness: </li></ul><ul><ul><li>the use of CA...
What does the Research Indicate? (Leloup & Ponterio, 2003) <ul><li>Sociocultural issues </li></ul><ul><li>Affect </li></ul...
What does the Research Indicate? (Leloup & Ponterio, 2003) <ul><li>Nature of language production: </li></ul><ul><ul><li>ev...
What does the Research Indicate? (Leloup & Ponterio, 2003) <ul><li>Sociocultural issues </li></ul><ul><li>Affect </li></ul...
What does the Research Indicate? (Leloup & Ponterio, 2003) <ul><li>Language skills: </li></ul><ul><ul><li>writing:  </li><...
Concluding Remarks <ul><li>“ more research is needed on the nature of language, learning, and interaction fostered in netw...
In-Class Discussion <ul><li>Is there a quotation from the reading that you find particularly interesting? Explain.  </li><...
 
Upcoming SlideShare
Loading in …5
×

SLA&CALL

875 views

Published on

Published in: Economy & Finance, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
875
On SlideShare
0
From Embeds
0
Number of Embeds
22
Actions
Shares
0
Downloads
27
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

SLA&CALL

  1. 1. SLA & CALL
  2. 2. Literature Review on SLA & CALL <ul><li>Role of CMC technologies in teaching of FLs / L2s (Laffords, 2005): </li></ul><ul><ul><li>Importance of the negotiation of meaning; </li></ul></ul><ul><ul><li>Computer-based interaction in the facilitation of SLA; </li></ul></ul><ul><ul><li>Positive effects of written CMC on oral communication amongst L2 learners. </li></ul></ul>
  3. 3. Literature Review on SLA & CALL <ul><li>Competing Theories of SLA & CALL (Leloup & Ponterio, 2003): </li></ul><ul><ul><li>Interactionist approach (Ellis, 1994; Larsen-Freeman & Long, 1991); </li></ul></ul><ul><ul><li>Sociocultural approach (Lantolf & Appel, 1994; Warschauer, 1997; Vygotsky, 1978) </li></ul></ul>
  4. 4. Categories of CMC Technologies (Laffords, 2005) <ul><li>Wired Connectivity </li></ul><ul><li>Wireless Connectivity </li></ul>
  5. 5. Categories of CMC Technologies (Laffords, 2005): Wired Connectivity <ul><li>?: Networking by which a desktop or laptop computer is connected to the Internet with a cable; </li></ul><ul><li>Some advantages are…? </li></ul><ul><ul><li>More reliable; less expensive; </li></ul></ul><ul><li>Some disadvantages are…? </li></ul><ul><ul><li>High level of physical infrastructure required. </li></ul></ul>
  6. 6. Categories of CMC Technologies (Laffords, 2005) <ul><li>Wired Connectivity </li></ul><ul><li>Wireless Connectivity </li></ul>
  7. 7. Categories of CMC Technologies (Laffords, 2005): Wireless Connectivity <ul><li>?: Networking by which a desktop or laptop computer is connected to the Internet without a cable, often called “Wi-Fi” ( i.e. , “wireless fidelity”); </li></ul><ul><li>Some advantages are…? </li></ul><ul><ul><li>Quite attractive: minimal cabling demands; </li></ul></ul><ul><li>Some disadvantages are…? </li></ul><ul><ul><li>Additional care needed to maintain a secure environment. </li></ul></ul>
  8. 8. Categories of CMC Technologies (Laffords, 2005): Wireless Connectivity <ul><li>Types of wireless connectivity: </li></ul><ul><ul><li>Global System for Mobile communication (GSM) has a number of varieties: GPRS, EDGE, and 3GSM; </li></ul></ul><ul><ul><li>Infrared: TV and VCR remote controls; </li></ul></ul><ul><ul><li>Bluetooth: transmission of audio to and from a cell phone; print of documents; connection to the Internet </li></ul></ul>
  9. 9. SLA through CMC (Laffords, 2005) <ul><li>Asynchronous CMC </li></ul><ul><li>Synchronous CMC </li></ul>
  10. 10. SLA through CMC (Laffords, 2005): Asynchronous CMC <ul><li>Email: </li></ul><ul><ul><li>?: Message from one user to one user/group of people </li></ul></ul><ul><ul><li>Some advantages are…? </li></ul></ul><ul><ul><ul><li>Text only, text with graphics, attachments </li></ul></ul></ul><ul><ul><ul><li>(pics, sound files, etc); </li></ul></ul></ul><ul><ul><li>Some limitations are…? </li></ul></ul><ul><ul><ul><li>File size. </li></ul></ul></ul>
  11. 11. SLA through CMC (Laffords, 2005): Asynchronous CMC <ul><li>Threaded Discussion Boards: </li></ul><ul><ul><li>?: Posting of a comment in a discussion </li></ul></ul>
  12. 12. <ul><li>Threaded Discussion Boards with Audio: </li></ul><ul><ul><li>? Posting of a spoken message, music clip, or another audio file; </li></ul></ul><ul><ul><li>Some advantages are…? </li></ul></ul><ul><ul><ul><li>The stimulus is aural, the response is oral; </li></ul></ul></ul><ul><ul><li>Some disadvantages are…? </li></ul></ul><ul><ul><ul><li>Audio hardware required. </li></ul></ul></ul><ul><li>Wikis: </li></ul><ul><li>Blogs </li></ul>SLA through CMC (Laffords, 2005): Asynchronous CMC
  13. 13. SLA through CMC (Laffords, 2005): Asynchronous CMC <ul><li>Wikis : </li></ul><ul><ul><ul><li>?: Web pages edited by a visitor; </li></ul></ul></ul><ul><li>Blogs : </li></ul><ul><ul><li>?: Web pages where an individual (or group) posts messages and invites comments. </li></ul></ul>
  14. 14. SLA through CMC (Laffords, 2005) <ul><li>Asynchronous CMC </li></ul><ul><li>Synchronous CMC </li></ul>
  15. 15. SLA through CMC (Laffords, 2005): Synchronous CMC <ul><li>Instant Messaging (IM): </li></ul><ul><ul><li>?: close relative of email (within a synchronous time frame though) that requires both sender and receiver to be on line at the same time; </li></ul></ul><ul><ul><li>Danger?: Communication with others outside the lab </li></ul></ul><ul><ul><li>Solution?: Limited time. </li></ul></ul><ul><li>Cell Phones, SMS Text Messaging : </li></ul><ul><ul><li>?: SMS through cell phones; </li></ul></ul><ul><ul><li>Danger?: Potential utility for exchange unauthorized help during tests. </li></ul></ul>
  16. 16. SLA through CMC (Laffords, 2005): Synchronous CMC <ul><li>Multiple user Text Chat: </li></ul><ul><ul><li>? Simultaneous chats with multiple participants </li></ul></ul><ul><li>Chat Rooms: </li></ul><ul><ul><li>? Simultaneous chats into a “room” with participants around the world. </li></ul></ul>
  17. 17. Task-Based Instruction (Laffords, 2005) <ul><li>TBI? Focus on purposeful language use through the use of content-driven tasks within a communicative context; </li></ul><ul><li>How does Hadley (2004) define ‘task’ and ‘TBI’? </li></ul><ul><ul><li>“ a series of graded activities that require learners to work with the TL, with the purpose of preparing learners to meet the challenges of real-world functions” </li></ul></ul>
  18. 18. Task-Based Instruction (Laffords, 2005) <ul><li>Interactive tasks “form the basis for SLA” and activities with negotiation of meaning “help learners make input more comprehensible” (Pica et al., 1993); </li></ul><ul><li>2 Types of interactive tasks: </li></ul><ul><ul><li>Jigsaw tasks (JT) </li></ul></ul><ul><ul><li>Information gap tasks (IGT) </li></ul></ul><ul><ul><ul><li>In which way are they different? </li></ul></ul></ul><ul><ul><ul><ul><li>In JT students exchange information, while in IGT students need to solve a problem by collaborating. </li></ul></ul></ul></ul>
  19. 19. What does the Research Indicate? (Leloup & Ponterio, 2003) <ul><li>Sociocultural issues </li></ul><ul><li>Affect </li></ul><ul><li>Language awareness </li></ul><ul><li>Nature of language production </li></ul><ul><li>Language skills </li></ul>
  20. 20. What does the Research Indicate? (Leloup & Ponterio, 2003) <ul><li>Sociocultural issues : </li></ul><ul><ul><li>language learners engaged in computer-mediated communication with others tend to produce more language than in face-to-face discussions; </li></ul></ul><ul><ul><li>greater ratio of student talk to teacher talk; </li></ul></ul><ul><ul><li>increase of cultural awareness on the part of student (Ortega, 1997). </li></ul></ul>
  21. 21. What does the Research Indicate? (Leloup & Ponterio, 2003) <ul><li>Sociocultural issues </li></ul><ul><li>Affect </li></ul><ul><li>Language awareness </li></ul><ul><li>Nature of language production </li></ul><ul><li>Language skills </li></ul>
  22. 22. What does the Research Indicate? (Leloup & Ponterio, 2003) <ul><li>Affect: </li></ul><ul><ul><li>positive student attitudes as defined by lower anxiety levels; </li></ul></ul><ul><ul><li>higher interest; </li></ul></ul><ul><ul><li>greater student participation; </li></ul></ul><ul><ul><li>In regards to individual differences, what do the two studies referred by Ortega (1997) illustrate? </li></ul></ul><ul><ul><ul><li>Beauvois & Eledge (1996): both extroverted and introverted students perceived CACD to be beneficial: linguistically, affectively, and interpersonally; </li></ul></ul></ul><ul><ul><ul><li>Meunier (1997): CACD fostered highly positive attitudes. </li></ul></ul></ul>
  23. 23. What does the Research Indicate? (Leloup & Ponterio, 2003) <ul><li>Sociocultural issues </li></ul><ul><li>Affect </li></ul><ul><li>Language awareness </li></ul><ul><li>Nature of language production </li></ul><ul><li>Language skills </li></ul>
  24. 24. What does the Research Indicate? (Leloup & Ponterio, 2003) <ul><li>Language awareness: </li></ul><ul><ul><li>the use of CALL can help learners become more aware of errors and their nature; </li></ul></ul><ul><ul><li>instructors can use learner data produced through CALL to monitor progress. </li></ul></ul>
  25. 25. What does the Research Indicate? (Leloup & Ponterio, 2003) <ul><li>Sociocultural issues </li></ul><ul><li>Affect </li></ul><ul><li>Language awareness </li></ul><ul><li>Nature of language production </li></ul><ul><li>Language skills </li></ul>
  26. 26. What does the Research Indicate? (Leloup & Ponterio, 2003) <ul><li>Nature of language production: </li></ul><ul><ul><li>evidence that, while engaged in CALL, language is qualitatively better, more coherent, cohesive, and expressive than the language learners produce in face-to-face classroom communication; </li></ul></ul><ul><ul><li>Ortega (1997) refers to Kern (1995), who found a lower density of complex structures in CALL than in face-to-face interaction. </li></ul></ul><ul><ul><li>what did Warschauer’s results (1996) show? </li></ul></ul><ul><ul><ul><li>higher values for the electronic mode. </li></ul></ul></ul>
  27. 27. What does the Research Indicate? (Leloup & Ponterio, 2003) <ul><li>Sociocultural issues </li></ul><ul><li>Affect </li></ul><ul><li>Language awareness </li></ul><ul><li>Nature of language production </li></ul><ul><li>Language skills </li></ul>
  28. 28. What does the Research Indicate? (Leloup & Ponterio, 2003) <ul><li>Language skills: </li></ul><ul><ul><li>writing: </li></ul></ul><ul><ul><ul><li>qualitatively better production with CALL; </li></ul></ul></ul><ul><ul><li>listening: </li></ul></ul><ul><ul><ul><li>the greatest advantage: activities with the use of different modalities; </li></ul></ul></ul><ul><ul><li>speaking: </li></ul></ul><ul><ul><ul><li>while promising results, not sufficient studies; </li></ul></ul></ul><ul><ul><li>reading: </li></ul></ul><ul><ul><ul><li>use of glosses and vocabulary acquisition. </li></ul></ul></ul>
  29. 29. Concluding Remarks <ul><li>“ more research is needed on the nature of language, learning, and interaction fostered in networked synchronous communication in L2 classroom” (Ortega, 1997); </li></ul><ul><li>“ more important than the use of technology per se is the quality of what is done with this medium” (Leloup and Ponterio, 2003); </li></ul><ul><li>“ the students who use this technology on a daily basis are ready, not to learn from it, but to learn with it” (Laffords, 2005) </li></ul>
  30. 30. In-Class Discussion <ul><li>Is there a quotation from the reading that you find particularly interesting? Explain. </li></ul><ul><li>What ideas discussed in the readings do you agree or disagree with? Why? </li></ul><ul><li>What are the pedagogical implications of the specific technology (or technologies) addressed in the readings? </li></ul><ul><li>How would you apply what you have learned from these readings to your own language teaching? </li></ul>

×