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Classroom Language Teaching and Learning in the Era of Technology

Classroom Language Teaching and Learning in the Era of Technology. Wang Haixiao Nanjing University. Outline. The “ what ”, “ who ” and “ how ” of language teaching and learning What is technology doing? What is missing? Classroom teaching design.

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Classroom Language Teaching and Learning in the Era of Technology

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  1. Classroom Language Teaching and Learning in the Era of Technology Wang Haixiao Nanjing University

  2. Outline • The “what”, “who” and “how” of language teaching and learning • What is technology doing? • What is missing? • Classroom teaching design

  3. The “What” of Language Teaching and Learning • What is to be taught and learned? • 能力 • 应用能力 • 英语应用能力 • 综合英语应用能力

  4. 综合英语应用能力 • Canale & Swain (1980) • Grammatical competence (语法能力) • Discourse competence (语篇能力) • Sociolinguistic competence (社会语言能力) • Strategic competence (策略能力) • 前两者反映对语言系统自身的运用，后两者与交际的功能有关。

  5. Grammatical competence • Knowledge of pronunciation and intonation • Knowledge of words • Knowledge of sentences

  6. Discourse competence • Cohesion and coherence • Paragraph organization • Topic, development, conclusion • Rhetorical organizations • E.g., narration, description, comparison, classification, argumentation, etc. • Conventions governing conversations

  7. Sociolinguistic competence • How to do things with words • To exchange information, to manipulate others, to imagine • Sensitivity • To differences in dialect and register, to naturalness, to cultural references, to figures of speech

  8. Strategic competence • Verbal and non-verbal strategies to compensate for breakdowns in communication and to enhance the rhetorical effect of utterances

  9. Knowledge Structures • Shared knowledge as prerequisite • General knowledge • Culture / subject specific knowledge

  10. Who Are Learning? • Age • Intelligence and aptitude • 1) phonetic coding ability; 2) grammatical sensitivity; 3) inductive ability • Personalities and learning Styles • Attitudes and motivations • Learning needs

  11. Learning Styles • Concrete learning styles • Analytical learning style • Communicative learning style • Authority-oriented learning style • Field dependent vs. field independent

  12. Attitudes and Motivation • Stern’s classification of attitudes • Attitudes towards the community and people who speak the L2 • Attitudes towards learning the language concerned • Attitudes towards languages and language learning in general • Gardner and Lambert: integrative and instrumental motivation

  13. Personality • Extroversion / introversion • Social skills • Inhibition

  14. How Is Language Learned? • Input, output and interaction • Learning as construction • Language learning strategies

  15. Input • The natural order hypothesis • The comprehensible input hypothesis

  16. Why Output? • Output enhances fluency. • Output promotes (gap) noticing (or consciousness raising), which may trigger new learning. (relating to accuracy) • Producing output is one way of testing a hypothesis about comprehensibility or linguistic well-formedness. (relating to accuracy) • Output serves a metalinguistic function. (relating to accuracy)

  17. Why Output? • In addition to speaking and writing, certain other competencies can only be acquired in interaction. • Can help teachers to check students’ comprehension, and probably English learning in general. • Help with motivation, setting the objective of learning as communication, rather than passing examinations.

  18. Interaction Hypothesis • Interaction as a stimulus for effective output • Negotiation for meaning engenders acquisition. • Modifications from interaction make input comprehensible. • Feedback leads learners to modify their output.

  19. Learning as Construction • Learning as a student centered, active and constructive process • Learning is interactive • Learning is multidimensional • Learning is situated in real contexts

  20. Language Learning Strategies • Memory strategies • Cognitive strategies • Compensation strategies • Metacognitive strategies • Affective strategies • Social strategies

  21. Memory strategies • Creating mental linkages (for example, placing new words into a context) • Applying images and sounds (for example, representing sounds in memory) • Reviewing well (for example, structured reviewing) • Employing action (for example, using physical response of sensation)

  22. Cognitive Strategies • Practicing (for example using formulas and patterns) • Receiving and sending messages (for example, focusing on the main idea of a message) • Analyzing and reasoning (for example, analyzing expressions)

  23. Compensation Strategies • Guessing intelligently (for example, using nonlinguistic clues to guess meaning) • Overcoming limitations in speaking and writing (for example, using a circumlocution or synonym)

  24. Metacognitive Strategies • Centering one’s learning (for example, linking new information with already known material) • Arranging and planning one’s learning (for example, setting goals and objectives) • Evaluating one’s learning (for example, self-monitoring)

  25. AffectiveStrategies • Lowering one’s anxiety (for example, using music or laughter) • Encouraging oneself (for example, rewarding yourself) • Taking one’s emotional temperature (for example, discussing one’s feelings with someone else)

  26. SocialStrategies • Asking questions (for example, asking for clarification or verification) • Cooperating with others (for example, cooperating with proficient users of the new language) • Empathizing with others (for example, developing cultural understanding)

  27. What Is Technology Doing? • Vocabulary knowledge • Skills related to close reading • Limited samples of oral communication • Comprehensible input in rich context • Drills in speaking

  28. What Is Missing? • Comprehensible output • Interaction • Content based practice in reading, writing, listening and speaking • Learning strategies • Sociolinguistic competence • Strategic competence • …

  29. Classroom Teaching Design • Approaches • Teacher talk and student performance • Class arrangement • Control • The use of technology

  30. Classroom Teaching Design • Approaches • The top-down approach • The bottom-up approach

  31. Classroom Teaching Design The top-down approach:

  32. Classroom Teaching Design The bottom-up approach:

  33. Classroom Teaching Design • Teacher talk • Giving information and explanation • Asking questions • Giving directions • Responding to students output • Modifying students output • Commenting on students output • …

  34. Classroom Teaching Design • Student performance • Note taking • Giving information • Recalling • Asking questions and giving answers • Offering opinions • Summarizing and synthesizing • Peer evaluation • Self-reflection • …

  35. Classroom Teaching Design • Class arrangement • Class as a whole • Class as individuals • Pair work • Groups of 3 or more • Teacher vs. student(s) • Student(s) vs. student(s) • …

  36. Classroom Teaching Design • Control • Controlled vs. free or spontaneous • Timed vs. untimed • Definite or indefinite results

  37. Classroom Teaching Design • The use of technology in a broad sense • Chalk and board • Paper and pencil • Overhead projector

  38. Sample Classroom Activities (1) • Asking questions for different purposes • Arousing interest • Bringing up background information • Understanding the main idea • Understanding details • Understanding implied meanings • Drawing conclusions • Applying to new situations

  39. Sample Classroom Activities (2) • Recalling • Read a paragraph and recall the main content with the help of flow charts • Listen to a paragraph, take notes, and then recall the main content with the help of key words • Compose questions and recall with the help of the questions

  40. Sample Classroom Activities (3) • Modeling • Modeling sentences • Modeling paragraphs • Modeling passages

  41. Sample Classroom Activities (4) • Rearranging • Words and phrases from a sentence • Sentences from a paragraph • Paragraphs from a passage

  42. Sample Classroom Activities (5) • Blank filling • Articles • Pronouns • Prepositions • Conjunctions • Other Discourse connectors • …

  43. Sample Classroom Activities (6) • Transformation • Translation • Sentence transformation • Turning an argumentation into a dialogue • Turning a narration into a play

  44. Sample Classroom Activities (7) • Fast reading • Passage reading • Scanning for specific information • Spot the odd one out • Matching

  45. Sample Classroom Activities (8) • Evaluation • Performance evaluation with focus on task • Peer evaluation as language learning • Peer and self evaluation as consciousness raising and strategy learning

  46. Thank you!

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