Social Network Analysis

Task Based Language Learning and Teaching

Voices of the Mind: A Sociocultural Approach to Mediated Action. James V. Wertsch

There has been a remarkable growth of interest in the theory and practice of autonomy in language teaching and learning in recent years. Focusing on work published since the turn of the 20th century, this review examines major trends in the recent literature on autonomy related to the emergence of alternative views of autonomy, new contexts of practice and interaction with concepts such as self-regulation, motivation, sociocultural theory and teacher development. The review also covers relevant developments in the philosophy of autonomy and the role of autonomy in global educational policy and reform. It concludes by discussing possible directions for future research in the field.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0261444806003958

Autonomy in language teaching and learning

Listening is probably the least explicit of the four language skills, making it the most difficult skill to learn. This chapter begins with a brief overview of cognitive processes involved in listening and their implications for L2 listening instruction. Recent research (1998–2003) on a variety of instructional techniques to help L2 listeners process linguistic input is then reviewed, noting insights that can inform listening instruction, particularly techniques that can teach students how to listen. Two approaches to listening instruction are presented: an approach to raise metacognitive awareness about listening (favoring top-down processes) and an approach to develop lexical segmentation and word recognition skills (favoring bottom-up processes). An integrated model for L2 listening instruction is proposed. Finally, recent research on different types of listening (e.g., academic listening, bidirectional listening) and the sociolinguistic dimension of listening are reviewed. The chapter concludes with recommendations for future research. The basic premise underlying this chapter is that, given the critical role of listening in language learning, students need to “learn to listen” so that they can better “listen to learn.”

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1. listening to learn or learning to listen

This paper proposes an instructional design model appropriate for humanistic multimedia Computer-Enhanced Language Learning (CELL) in a self-access environment for second language learning through listening and viewing comprehension. The model is grounded in sociocultural theory, and set against a background of research into the complexities of listening and viewing, individual learner differences and learning styles, characteristics of self-directed and autonomous learning, and user-friendly instructional software design.

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A model for listening and viewing comprehension in multimedia environments

An exploratory study conducted at George Brown College in Toronto, Canada between 2007 and 2009 investigated language learning with mobile devices as an approach to augmenting ESP learning by taking learning outside the classroom into the real-world context. In common with findings at other community colleges, this study identified inadequate language proficiency, particularly in speaking and listening skills, as a major barrier for ESL college learners seeking employment, or employers hiring and retaining immigrants as employees (CIITE, 2004; Palalas, 2009). As a result of these findings, language support was designed to provide English language instruction going beyond the standard 52-hour course: a hybrid English for Accounting course encompassing in-class, online and mobile-assisted ESP instruction. This paper reports on the pilot study of the mobile component of this re-designed course, which represents the first stage of an on-going Design-Based Research (DBR) study. Discussion is also offered of a new learning theory which we have called Ecological Constructivism (Hoven, 2008; Jakobsdottir, McKeown & Hoven, 2010), devised to incorporate the multiple dimensions of Ecological Linguistics and Constructivism in the situated and context-embedded learning engendered by these new uses of mobile devices.

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Re)Conceptualizing Design Approaches for Mobile Language Learning.

The sites of learning and teaching using CALL are shifting from CD-based, LAN-based or stand-alone programs to the internet. As this change occurs, pedagogical approaches to using CALL are also shifting to forms which better exploit the communication, collaboration and negotiation aspects of the internet. Numerous teachers and designers have created multimedia applications to help learners understand and make meaning from not just the aural and written language of the target culture, but also some of the visual, social and cultural nuances. Previous studies of the use of visual and multi-media in language learning have shown promising results. However with a major shift to the internet as the site for learning, we need to re-evaluate what constitutes communication and interactivity in this new context, particularly with the introduction of newer technologies such as WebCams as well as more 'traditional' media such as video, audio and still images. This paper discusses the characteristics common to CALL and CMC implementations, some of the distinguishing features of each and aspects of the teaching and learning contexts in which we find each being used. Conclusions are drawn that in order to make the most from the use of these new sites of media interaction in language learning, we need to develop flexible and adaptive learning environments which can incorporate more traditional forms of Instructional CALL as well as the newer communication, collaboration and exploration forms.

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Communicating and interacting: An exploration of the changing roles of media in CALL/CMC

This chapter describes a case study model to document the evolution over three semesters of a Masters course in technology and language learning for in-service teachers using a social constructivist pedagogical approach (Felix, 2002) within an ecological framework, from completely face to face (F2F) to predominantly online. The focus is on teachers’ acceptance of change in the form of integration of technology first into their learning and second into their teaching, as well as their adaptability to self-managing their learning. The design of the modified course took an experiential modeling approach in which all of the tools and processes that were taught in the course were modeled and experienced by students (teachers) during the semester. These tools include reflective and social computing tools such as chat, blogs, wikis, and e-portfolios, as well as lesson and task-templating software such as Swarthmore Makers, Hot Potatoes, and WebQuest and web page creation software such as Dreamweaver. Based on grounded research methods, techniques such as surveys, problem-based focus groups and short-answer responses were used to ascertain the values of the changes. Some of the information collected from these instruments is presented and compared to the reflective pieces produced by students in their blogs and the projects they created. Due to the multinational composition of the class, some commentary on intercultural perspectives on experiential pedagogy and working with social networking software is also offered.

Debra Hoven

Papers

A model for listening and viewing comprehension in multimedia environments

Re)Conceptualizing Design Approaches for Mobile Language Learning.

Communicating and interacting: An exploration of the changing roles of media in CALL/CMC

The affordances of technology for student teachers to shape their teacher education experience

CALL-ing the learner into focus: Towards a learner-centred model for CALL