New Technologies and Language Learning

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Introduction @@@

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1st Topic Second Language Learning

Topic outline: When considering the potential of New Technologies for language learning, it is necessary to consider the didactic and methodological framework of second language learning. In fact, we shall see that the advent of technology enhanced learning materials has led to a fundamental re-thinking as to how languages should be learned at school level and beyond. Current buzz words are, among others, task-based learning, constructivism, project-based learning, learner autonomy, authentic materials and authentic learning scenarios, …

It is hoped that New Technologies used as learning tools rather than instructional software may solve a large number of practical problems when trying to put some of the aspects mentioned above into practice.

In the opening sessions, we will present the key principles underlying current paradigms of language learning and language acquisition, and refer to the types of technology enhanced materials available.


Assignment:

Information will be available soon.


References:

  • Lightbown, P. M. & Spada, N. (1999): How Languages are Learned. Oxford University Press.
  • Mitchell, R. & Myles, F. (1998): Second Language Learning Theories. London: Edward Arnold.
  • Rüschoff, B. & Wolff, D. (1999): Fremdsprachenlernen in der Wissensgesellschaft. Zum Einsatz der neuen Technologien in Schule und Unterricht. Ismaning: Hueber.


Weblinks: Information will be available soon.


Download: http://www.uni-essen.de/anglistik/technology/dateien/newtn.ppt Power Point Presentation]

2nd Topic Language Learning Software

Topic outline: For a start, we will discuss language learning software on a theoretical basis. What makes a good software? Is there anything like "A good software user"? Which elements of the foreign language classroom might benefit most from software support? How should a classroom setting look like into which learning software can be integrated? Although we will not be able to find definite answers to all of these questions, we will have a look at some of the research findings fom this field.

However, we will also focus on actual examples. You will be provided with numerous language learning software packages and you will have to analyse one in detail. The central question will be, whether the product meets the quality standards we have compiled during the first part.


Assignment:

Information will be available soon.

References:

Baumgartner, P.: Didaktische Anforderungen an (multimediale) Lernsoftware. In: Issing, L.J. & Klimsa, P.: Information und Lernen mit Multimedia. 1997. Beltz:Weinheim. S. 241-252. Overmann, M.: Multimediale Fremdsprachendidaktik. 2002. Peter Lang: Frankfurt a.M. S. 145-153 Peuster, F.: Zum Einsatz multi-medialer Computerprogramme im Englischunterricht. In: Kranz, D. et al.: Multimedia Internet Lernsoftware. Fremdsprachenunterricht vor neuen Herausforderungen?. 1997. agenda Verlag: Münster. Plass, J.: Lernpsychologische Grundlagen der Verwendung von Multimedia in der Fremdsprachenausbildung. In: Fremdsprachen Lehren und Lernen. 28, 1999. S. 14-31. Wazel, G.: Hypermedia - Evaluierungskriterien für die Praxis. In: Schröder, H. & Wazel, G.: Fremdsprachenlernen und interaktive Medien. 1998. Peter Lang: Frankfurt a.M. S. 83-95.

Weblinks:


A page from the University of Wuppertal An online article describing a study on educationlal software

A page listing pedagogical criteria from the University of Bamberg

A good overview of the vast learning software market: der bildungssoftwareatlas A page that lists language learning software for the primary school

A pdf document discussing "Kriterienkataloge"

Stephan Benkert: Erweiterte Prüfliste für Lernsysteme


Learning Software Awards (selection):

digita

Comenius

Giga Maus

Büffel & Mäuse (Feibel)

Bologna New Media Prize

Clever

Tommi

3rd Topic Authoring Tools

Topic outline: One of the problems often associated with ready-made software for language learning is the fact that the content of the exersises does not address the specific learning needs of a given target group. Consequently, a number of teachers have used authoring tools to create their own material. Furthermore, in line with current thinking in EFL-methodology there is a growing need fror integrating authentic materials and texts into the language classroom. In order to faciltate this, a number of authoring tools in the form of text-processing tools (often called tool-boxes) for materials adaptation have been developed in recent years.

We shall look at both these types of authoring tools and evaluate their scope as well as their limitations.

Assignment:

Information will be available soon.


References:

  • Little, D., Devitt, S. & Singleton, D. (1989) Learning Foreigh Languages from Authentic Texts: theory and practice. Dublin: Authentik.
  • Rüschoff, B. (2000) "Werkzeuge für die Unterrichtsvorbereitung" in: Kallenbach, Ch. & Ritter, M.: Computerideen für den Englischunterricht, Cornelsen, Berlin 2000
  • Van Lier, L. (1996) Interaction in the Language Curriculum: Awareness, Autonomy and Authenticity. London: Longman.
  • Warschauer, M. (1999) Electronic Literacies: Language, Culture and Power in Online Education. Mahwah, NJ; Lawrence Erlbaum Associates.


Weblinks:

[1] [2] [3] [4] [5]

4th topic Corpora and Concordancers

Topic outline:

Authenticity in content, task, and learning process are considered as the guiding principles of classroom practice. In addition, learning tasks are to be designed in such a way that they further both the learners' inguistic (language) competence as well as their strategic awareness as to language learning and language processing abilities. Data-driven learning is one methodology which addresses these targets. It is based on approaches and tools used in corpus linguistics, and we shall explore the scope of using corpus-based tasks and concordance (context) lists in the language classroom.


Assignment:

Information will be available soon.


References:

  • Rüschoff, B. (2000) "Working with words" in: Kallenbach, Ch. & Ritter, M.: Computerideen für den Englischunterricht, Cornelsen, Berlin 2000


Weblinks:

[6] [7] Bank of English British National Corpus

5th topic Internet Projects

Topic outline: Considering the didactic and methodological framework of the seminar, the potential of new technologies to facilitate the creation innovative scenarios for the learning and acquisition of a foreign language need to be considered. Task-based learning with a focus on process-orientation as well as product-creation will be the focus of this session. We shall evaluate the internet and its potential for project-based learning. A typology of web-exploitation and internet project-types for language learning will be discussed and samples will be evaluated.


Assignment:

Information will be available soon.


References:

  • Rüschoff, B. & Wolff, D. (1999): Fremdsprachenlernen in der Wissensgesellschaft. Zum Einsatz der neuen Technologien in Schule und Unterricht. Ismaning: Hueber.
  • Willis, J. (2000): A Framework for Task-based Learning. London: Longman
  • Ellis, Rod (2003): Task-based Language Learning and Teaching. Oxford: OUP

Weblinks: [8] [9] [10]

6th topic WebQuests

Topic outline:

The term 'WebQuest' has become something like a buzzword in the American educational context since it was introduced by Bernie Dodge in 1995. During the last years, WebQuests have also become increasingly influential troughout Europe. In this session we will not only look at the concept of WebQuests, but also discuss it from an EFL point of view. Do WebQuests fit into what we call "innovative language teaching"? How can they be used to improve foreign language lessons? In addition to theory we will have a look at various examples, of course.


Assignment:

Information will be available soon.


References:

  • Moser, H. (2000): Abenteuer Internet. Lernen mit WebQuests. Verlag Pestalozzianum: Zürich.


Weblinks:


WebQuest Page at San Diego University

Tom March's homepage: ozline.com

Concept to Classroom Homepage (excellent online workshops)

BestWebQuest.com - a collection of WebQuests

WebQuests.de - not too impressive