Language learning: Difference between revisions

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Everybody knows that learning a second language is not so easy, as a matter of fact it is a very intensive and time-consuming activity. One of the main techniques to improve second language abilities is to increase contacts with the target language. Obviously, the preferred method for acquiring linguistic competences in another language is immersing oneself where the target language is spoken, in its society and culture. Unfortunately, the reality is far from this situation. Most second language acquisition (SLA) theorists would agree that formal L2 instruction is often unsuccessful because learners receive impoverished or insufficient input in the target language (Cummins 1998:19). Furthermore, many students are unable or unwilling to take advantage of study abroad opportunities. Therefore, the technology can be one tool to be used to get in contact with the target language.  
Everybody knows that learning a second language is not so easy, as a matter of fact it is a very intensive and time-consuming activity. One of the main techniques to improve second language abilities is to increase contacts with the target language. Obviously, the preferred method for acquiring linguistic competences in another language is immersing oneself where the target language is spoken, in its society and culture. Unfortunately, the reality is far from this situation. Most second language acquisition (SLA) theorists would agree that formal L2 instruction is often unsuccessful because learners receive impoverished or insufficient input in the target language (Cummins 1998:19). Furthermore, many students are unable or unwilling to take advantage of study abroad opportunities. Therefore, the technology can be one tool to be used to get in contact with the target language.  


There are many technological tools that can be useful to that end. More specifically, there are three important technological platforms that provide tools to assist language learning, in order of increasing interactivity:


; Computer-based training ([[CBT]])
; Computer-based training ([[CBT]])

Revision as of 11:49, 11 December 2006

Draft

Definition

This will be an overview page on technology used in language learning (including second language learning)

Second language learning and Technology

Everybody knows that learning a second language is not so easy, as a matter of fact it is a very intensive and time-consuming activity. One of the main techniques to improve second language abilities is to increase contacts with the target language. Obviously, the preferred method for acquiring linguistic competences in another language is immersing oneself where the target language is spoken, in its society and culture. Unfortunately, the reality is far from this situation. Most second language acquisition (SLA) theorists would agree that formal L2 instruction is often unsuccessful because learners receive impoverished or insufficient input in the target language (Cummins 1998:19). Furthermore, many students are unable or unwilling to take advantage of study abroad opportunities. Therefore, the technology can be one tool to be used to get in contact with the target language.

There are many technological tools that can be useful to that end. More specifically, there are three important technological platforms that provide tools to assist language learning, in order of increasing interactivity:

Computer-based training (CBT)
  • Computer-assisted language learning (CALL)
Simulations and games
Computer-mediated-communication (CMC)

Links

General

On-line environments & examples

Journals

Focus on edutech & language learning
Other (that include edutech research)

References

  • Blake, Rober J. Technology, Multimedia, and Second Language Learning, A McGraw-Hill World Languages page, HTML
  • Campbell, Aaron Patric (2003), Weblogs for Use with ESL Classes, The Internet TESL Journal, Vol. IX, No. 2, February 2003. [1]
  • Campbell, Aaron (2005). Weblog Applications for EFL/ESL Classroom Blogging: A Comparative Review, Teaching English as a Second or Foreign Language, December 2005, Volume 9, Number 3. HTML
  • Dieu, Barbara; Aaron P. Campbell and Rudolf Ammann (2006), P2p And Learning Ecologies In Efl/Esl, Teaching English with Technology, A Journal for Teachers of English (ISSN 1642-1027), Vol. 6, Issue 3 (August 2006). HTML.
  • Rod Ellis (2003). Task-based Language Learning and Teaching, Oxford: Oxford University Press, ISBN 0-19-442159-7. (See review)
  • Godwin-Jones, Bob (2005). Emerging Technologies - Messaging, Gaming, Peer-to-peer Sharing: Language Learning Strategies & Tools for the Millennial Generation, Language Learning & Technology. January 2005, Volume 9, Number 1, pp. 17-22, PDF
  • Godwin-Jones, Bob (2003). Emerging Technologies - Blogs and Wikis: Environments for On-line Collaboration. Language Learning & Technology, Vol. 7, No. 2, May 2003, pp. 12-16 HTML - PDF
  • Oxford, Rebecca; Jill Shearin (1994). Language Learning Motivation: Expanding the Theoretical Framework, The Modern Language Journal, Vol. 78, No. 1. (Spring, 1994), pp. 12-28. HTML/PDF
  • Pinkman, Kathleen (2005). Using Blogs in the Foreign Language Classroom: Encouraging Learner Independence, The JALT CALL Journal, 2005, Vol. 1, No. 1, pp. 12-24 Copyright © CALL SIG (ISSN 1832-4215) - PDF
  • Steven L. Thorne and J. Scott Payne (2005), Evolutionary Trajectories, Internet-mediated Expression, and Language Education. CALICO Journal, 22 (3), pp 371-397. PDF
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