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ENGLISH
LANGUAGE
ACQUISITION
&
THE ROLE OF ICT
Charles Cornelius
ICT
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ENGLISH
LANGUAGE
ACQUISITION
&
THE ROLE OF ICT
Charles Cornelius
ICT
InformationCommunicationTechnology
How do children develop the ability to
communicate in a foreign language?
How can ICT help?
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vision4learning.wikispaces.com
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Professor Stephen Heppell
Emerging Technologies
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Stephen Krashen
MonitorTheory
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Monitor Theory
natural order
acquisition-learning
input
monitor
affective filter
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Two separate processes
LEARNINGACQUISITION
Subconscious
Similar to first language
Communicationnot correctness
Fluency
Conscious
Structured teaching
Knowledge(eg grammatical rules)
Accuracy
Acquisition-Learning Hypothesis
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Learning can support acquisition bychecking and correcting
communication
ACQUISITIONLEARNING
Monitor Hypothesis
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Natural Order Hypothesis-ing endings he is playing footballSimple plurals two catsLinking verb “to be” Zuzka is a teacher
Auxiliary verbs she is talkingArticle the, a
Irregular past tense he went
Regular past she looked3rd person singular she runsPossessives Josef’s nose
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Input Hypothesis
“The single most important concept in
foreign language acquisition theory
today.”
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Optimal Input“The main function of the foreign language
teacher is to help make input
comprehensible.”
Comprehensible
InterestingRelevant
Not grammatically sequenced
In sufficient quantity
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Comprehensible Input
For acquisition to take place, the input needs to be
a little bit beyond what the student already knows.
Krashen: i+1
How?Background knowledge
Contextual cluesGraphic clues
Non-linguistic cluesScaffolding
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i + 1 input
i + 1 input
i + 1 input
i + 1 input
i + 1 input
i + 1 input
i + 1 input
Comprehensible InputIn Sufficient Quantity
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COMPREHENSIBLEINPUT
Affective Filter Hypothesis
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COMPREHENSIBLEINPUT
Affective Filter Hypothesis
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COMPREHENSIBLEINPUT
Affective Filter Hypothesis
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COMPREHENSIBLEINPUT
Affective Filter Hypothesis
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Affective Filter Hypothesis
Don’t put studenton the defensive
Allow student to be silent
Don’t do too mucherror correction
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OPTIMALINPUT
LOWAFFECTIVE
FILTER
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OPTIMALINPUT
LOWAFFECTIVE
FILTER
CHARLIE’STOP TEN WAYS
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OPTIMALINPUT
LOWAFFECTIVE
FILTER
NUMBER 10
CHAT ROOMS
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CHAT ROOM
• Optimal Input– comprehensible– relevant and interesting to chatters– Lots of input
• Affective filter– Uninhbited– Time delay
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OPTIMALINPUT
LOWAFFECTIVE
FILTER
NUMBER 9
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• Optimal Input– highly relevant and realistic form of
communication– emails can contain considerable input to
read
• Affective filter– Low because of long response time
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OPTIMALINPUT
LOWAFFECTIVE
FILTER
NUMBER 8
BLOGGING
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BLOGGING
• Optimal Input– focus is more on output– may encourage reading other blogs– uses revevant and realistic language
• Affective filter– work is on public display
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OPTIMALINPUT
LOWAFFECTIVE
FILTER
NUMBER 7
PODCASTS
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PODCASTING
• Optimal Input– Excellent form of listening input– Can be on almost every subject so will
be relevant and interesting– Can be quite lengthy, so provide
sufficient input
• Affective filter– Low because the focus is on
comprehension, not response
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Noam Chomsky
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OPTIMALINPUT
LOWAFFECTIVE
FILTER
NUMBER 6
DICTIONARIES
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DICTIONARIES
• Optimal Input– provides a tool for comprehensible input– provides greater access to interesting,
relevant material• Affective filter
– allows student to be independent– quick way of overcoming lack of
comprehension, so motivation stays high
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OPTIMALINPUT
LOWAFFECTIVE
FILTER
NUMBER 5
ONLINE TEXT
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ONLINE TEXT
• Optimal Input– colossal amounts of interesting, relevant
input– effort needed to make it comprehensible
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OPTIMALINPUT
LOWAFFECTIVE
FILTER
NUMBER 4
ONLINE VIDEO
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ONLINE VIDEO
• Optimal Input– Video is more comprehensible because
of non-linguistic clues– Can be highly relevant and interesting
• Affective filter– low filter because of interest factor
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OPTIMALINPUT
LOWAFFECTIVE
FILTER
NUMBER 3
VIDEO CONFERENCING
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Ardleigh Green Junior School
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VIDEO CONFERENCING
• Optimal Input– children focus on meaning and
communication– lots of input, made more
comprehensible by non-linguistic clues
• Affective filter– highly motivational
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OPTIMALINPUT
LOWAFFECTIVE
FILTER
NUMBER 2
VIRTUAL WORLDS
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Second Life
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OPTIMALINPUT
LOWAFFECTIVE
FILTER
NUMBER 1
LANGUAGE QUESTS
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LANGUAGE QUESTS
• Optimal Input– teacher selects input from web, so can
be ‘rough tuned’ for student– quests can respond to interests of
students
• Affective filter– tends to use group work– students can work at own pace
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1. Language Quests2. Virtual Worlds3. Video Conferencing4. Online Video5. Online Texts6. Electronic Dictionaries7. Podcasts8. Blogging9. Email10.Chat