Presentation is loading. Please wait.

Presentation is loading. Please wait.

El Aprendizaje de Lenguas Extranjeras y las Tecnologías de la Información ICT (Information and Communication Technology) by Ana Armendáriz and Carolina.

Similar presentations


Presentation on theme: "El Aprendizaje de Lenguas Extranjeras y las Tecnologías de la Información ICT (Information and Communication Technology) by Ana Armendáriz and Carolina."— Presentation transcript:

1 El Aprendizaje de Lenguas Extranjeras y las Tecnologías de la Información ICT (Information and Communication Technology) by Ana Armendáriz and Carolina Ruiz Montani ICT provides: Linguistic and communicative contexts Linguistic and communicative contexts Interaction among native and non-native speakers Interaction among native and non-native speakers Meaningful input Meaningful input Negotiation of meaning Negotiation of meaning Attention on behalf of the learner -> form & meaning Attention on behalf of the learner -> form & meaning All these aspects contribute to the development of the target language and are influenced by learners personal interests and motivation. ICT enlarges students productions and intercultural consciousness seem to be more coherent, accurately expressed and suitably managed in connection to communicative functions Reading comprehension, Writing and Oral Skills can be put into practice thanks to Technology

2 What does Technology provide us? According to Liu et al. multimedia provides activities suitable for every learning style According to Liu et al. multimedia provides activities suitable for every learning style As regards the development of the macro-ability of reading, great effort has been placed on the usage of synonyms, paraphrasing and the learning of vocabulary As regards the development of the macro-ability of reading, great effort has been placed on the usage of synonyms, paraphrasing and the learning of vocabulary s decrease the level of anxiety and increase motivation, interest and participation s decrease the level of anxiety and increase motivation, interest and participation ICTs enable students –even those who are really young- to reflect upon their linguistic and ICTs enable students –even those who are really young- to reflect upon their linguistic and communicative strategies and therefore monitor the development of their language communicative strategies and therefore monitor the development of their language

3 The learning of e-lective languages (Cummins, 1998) - the prefix e- shows an electronic format - the root lect from the Latin legere, leer - the term elective alludes to the options that the learner has within the system This approach focuses on the INPUT as a source of learning e.g.: dictionaries for L1 and L2 in CD-Rom format clicking on words to get: º definitions in L2 º translations to L1 º pronunciation º grammatical information º useful idiomatic expressions The approach is based on the following premises: 1. Comprehensible input in the target language is needed 2. Formal approaches are not effective 3. Access to meaning is highly relevant

4 Online Learning with a Teacher as a Moderator ICTs are means to incorporate contents, acquire knowledge and develop skills using the incorporated concepts within a virtual context -> positive impact on the learning of foreign languages ICTs are means to incorporate contents, acquire knowledge and develop skills using the incorporated concepts within a virtual context -> positive impact on the learning of foreign languages OLTM implies the virtual meeting of a learner and a teacher to fulfil specific tasks OLTM implies the virtual meeting of a learner and a teacher to fulfil specific tasks Virtual meetings may happen: Virtual meetings may happen: -after a classroom lesson -throughout a long distance course -during e-learning or via Internet -via online chatting -via Internet forum -through (non-synchronized)

5 What is a moderating teacher or e-moderator? Salmon (2000) defines the moderating teacher in five stages: StageModerator/AdministratorLearners 1 Welcomes students and encourages them to participate. Get into the conference individually 2 Helps students get familiarized with virtual environment and overcome difficulties Build up virtual identity and look for people to interact 3 (S)He is a facilitator in the resolution of tasks and the use of available material Exchange relevant information as regards the course and they cooperate with each other 4 Collaborates in the conference processDiscussions are collaborative interactions 5 Gives support, answers questions, offers help outside the virtual environment Look for benefits in the system and integrate extra knowledge and reflection to the process Success or failure of the communication depends on the good understanding within the participants and the development of a sense of identity and belonging to the group.

6 What is an Internet Forum? An electronic debate group that can be moderated or not by a tutor or electronic administrator Contrary to s, it doesnt get to students, it requires them to contact the forum -> enables independent learning, promotes active participation, makes them decide what to read, when to discuss, etc. Replaces face-to-face communication but triggers a new way of interaction by means of electronic discourse, which combines both written and oral language Tools derived from virtual classrooms: - Topic: makes reference to the main conversation topic -Back to…: gets participants to a previous instance Styles and Ways of Learning Each student has his/her own learning style based on the way in which he/she processes information, i.e., the way he/she thinks, memorizes or solves problematic situations. This is a personal characteristic which shows a tendency to behave in a certain way. When we learn a foreign language we get different kinds of exposure (recordings, articles, etc.) which are accumulated and after being processed for several times they turn into new acquired knowledge. Electronic Moderation seeks for even more benefits, integrates other means of learning and reflects about the process. This is also multiple exposition.

7 Discourse in Electronic Mails As regards foreign languages, discourse in s might be similar to a traditional mail or have its own characteristics Based on studies, the more students know about technology, the more their discourse differs from a traditional mail s also share characteristics with telephone conversations in the sense of respect for each others turns and the speed in which writers and speakers answer Oral spontaneity is put into practice from the moment one does not check or gives a second reading to his message; correctness or appropriateness of tone might not be checked There should be no room for misunderstandings as regards tone or intonation because messages should be read literally

8 Internet Chat Characteristics: Voice or written Identity or Anonymous Communication –main reason Passive or Active Speed -fast Brief exchanged Turns of conversation Specific language –sense of belonging As contrary to s, Internet chat does not allow us to reflect upon the interactions because of its speed and spontaneity. One of the consequences are the spelling mistakes; people have to answer fast so they make several errors, use unconventional words and they are accepted Possible Solution: Lets start correcting those mistakes so as not to distort the language!

9 END OF PRESENTATION… … let us now enjoy the wonderful world behind all these technologies!!! Valeria Sol Levin


Download ppt "El Aprendizaje de Lenguas Extranjeras y las Tecnologías de la Información ICT (Information and Communication Technology) by Ana Armendáriz and Carolina."

Similar presentations


Ads by Google