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A Model of Foreign Language Teaching (RÜSCHOFF & WOLFF 1999)
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Language Awareness
- discovering
- experimenting
- doing research
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communicative competence
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language learning in communicative activities
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components of communicative competence (SAVIGNON 201)
- sociocultural
- strategic
- discourse
- grammatical
- mediation
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Language learning awareness
- learning to learn
- learning experience
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premise: language learning is using language!
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What is appropriate language?
- CHOMSKY: ideal native speaker
- HYMES: social appropriateness, not only formal (grammatical etc.)
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Electronic literacy
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skills (Shetzer & Warschauer 2000)
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Communication (e-mail, net-meetings, learning management systems etc.)
- share information/contacting individuals & groups
- collaborative projects, communication networks
- asynchronous technologies
- synchronous technologies
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Understanding implications
- privacy
- safety
- nettiquette
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Construction (authoring tools like ‘hot potatoes’, HTML Editors,Powerpoint, …)
- ability to create web pages/sites, hypertexts & logical navigation
- skills to store, maintain, and manage Web sites
- marketing of Web sites & encourage communication
- selecting appropriate web technologies and using them
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understanding implications
- copyright
- intellectual property
- safety
- censorship
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presentation
- give sources
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Research (concordances, web quests, …)
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find information
- how to search
- develop ideas, mapping,categorizing, effective questioning etc.
- finding information (search engines etc.)
- ability to navigate hypertexts
- skim / scan
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analyzing and evaluating
- determine authority and expertise
- identifying rhetorical techniques of persuasion
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Understanding implications
- corporate advertising
- theft/crime issues
- copyright issues
- quality issues
- privacy
- authority
- interrelated
- Information literacy
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intercultural competence (ICC)
- main goal of foreign language learning (Common European Framework)
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background: sociocultural approach by VYGOTSKY (1978)
- (sociocultural) mediation
- Model of teaching ICC (BYRAM 1997)--->5 competencies
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applications in classroom
- creative tasks when dealing with literary texts, multiperspectives
- project forms /simulations from diff. cult. view point
- games provoking change of perspectives (role plays)
- using brainstorming to arouse curiosity/interest
- using authentic texts
- intercultural projects
- school exchange
- discuss foreign cultural identities
- reflect on own cultural identity
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Authenticity
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Authentic task
- concrete, real-world problem
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Authentic context
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reflect online information structure
- complex & interconnected
- dynamic
- immediate
- media rich
- co-operative
- reintegrate the classroom into society
- Authentic assessment
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learner autonomy
- to enable life-long learning
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learning environment
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4 components
- (study) content
- individual learner pre-conditions
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classroom applications
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explorative forms
- simulations
- micro worlds
- technologies
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teaching-learning paradigm (historical, learning theories)
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Behaviorism
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def.:learning as a receptive, conditioned process of habit formation
- communication achieved by 4 skills
- listening
- speaking
- reading
- writing
- programmed instruction
- teaching machines
- problem: inert knowledge
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Cognitive approach
- def.: Learning as information processing , receptive, guided and explorative process
- more complex programs, tutor systems
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Constructivist approach
- def.:Learning as construction of knowledge, autonomous and explorative process, creative process
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communicative language teaching (CLT)
- negotiating and interpreting meaning
- 1960s/70s
- Situatedness of knowledge
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how should learning environment look like?
- complex tasks/problems
- situatedness of knowledge, authenticity
- multiple perspectives
- learning as a social exchange/communication
- different models
- Cognitive apprenticeship (CA)
- Anchored Instruction
- Case-based learning
- Goal-Based Scenario (GBS)
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principles
- multimedia principle
- contiguity principle
- Principle of temporal proximity
- Principle of coherence
- Modality principle
- Redundancy principle
- Personalization principle
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hypermedia learning environments
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advantages
- gather information according to personal interests
- acquire knowledge according to current state of knowledge
- change of perspectives
- adaption of hypertext to user’s needs
- Serendipity effect
- Autonomous learning (cognitive flexibility theory)
- many conversations can be stored electronically for analysis and evaluation!
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disadvantages
- Lost-in-hypertext effect
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cognitive loading
- no argumentative/ semantic coherence within small coherent information units
- distraction from real task!
- gain highly dependent on individual learner
- media and tools