Introduction:
In the nineties, the application of
technologies in language classrooms incorporated the use of computers, audio
and video-tapes, television, film and radio and assorted types of
computer-assisted language learning (CALL) also started to become more popular
(Cunningham, 2002). Although most types of CALL uses were limited, technology has
advanced and has become an integral part of language learning. I begin to see
much more interactive uses of CALL as well as an increase in the integration of
various media in language learning. Today, the use of multimedia, the Internet
(especially the World Wide Web), and various forms of distance learning are
wide spread. Interest in using them as tools to support language learning is
growing, both from the perspective of a language educator and that of a
language learner. This opinion piece, in the style of a Blog – a personal
journal published on the World Wide Web consisting of discrete entries – will
discuss different process for second language acquisition theories (SLA) whilst
arguing if technology is helping or is inimical to language learning and will
review the proposed pedagogical use of technological resources by means of my
beliefs about language learning and the use of technology drawn from my experience.
This blog will also explore affordances of online technologies to understand
the role of the learner and teacher through technological language learning and
additionally will explain my judgment of the language environment and the use
of technology.
The role of the learner and teacher through Second language acquisition:
Before I begin to talk about the role of
technology and language learning, I believe it is important to discuss the role
of the learner and teacher and also explore second language acquisition
(SLA). Like any other type of
learning, language learning is not a linear process, and therefore cannot be
deemed as predictable as many models of SLA have proposed to be (Carney, 2009). Second-language acquisition is the process by which people learn a second
language (Larsen-Freeman, Cameron, 2008). In the process of learning, there are numerous things that play
a significant role towards making it a smooth, pleasurable and constructive
process. As we are talking about technology, I believe that learners and
teachers are engaged in second language theory of e-learning – a comprised form
of electronically supported learning and teaching. I believe the defining
traits of an e-learner are: awareness, discipline, motivation and organization.
Only if they are motivated, disciplined and self-directed can e-learning be
successful. The teacher too plays a critical role of language learning through e-learning.
The teacher should be involved in and be aware of student experiences and
suggest ways to address it (Negretti, 2009). They can offer simple assessments on computer
skills needed, introductions at the start of a course, offer links to student
resources, provide clear schedules, and provide for discussions and chat times.
However, from my experience in High School Education, I learnt my second language
primarily through technology such as podcasts, blogs, online interaction
(games), and virtual worlds. As a learner and as a teenager, I find using
technology for useful and more productive than tradition based learning
environments. Technology is used everyday, especially in classrooms where
teachers use laptops, projectors and interactive whiteboards. Many students are
using new media and technologies to create new things in new ways, learn new
things in new ways, and communicate in new ways with new people— behaviors that
have become hardwired in their ways of thinking and operating in the world.
Larson-Freeman, Cameron and Jordan (2004) gave an excellent example of this
through second language acquisition models such as behaviourism, acculturation,
the universal the grammar hypothesis, the comprehension hypothesis, the
interaction hypothesis, output hypothesis, sociocultural theory and
connectionism. Her model informed myself that I already have learnt through
these models, and I believe they are quintessential learning theories that aid
a language learner.
Given my experiences of 12 years of
education and currently completing my university degree, students learn through
second language acquisition theories such as behaviourism – sees language as a set of structures and
acquisition as a matter of habit formation, acculturation – environmental-oriented theory, the
interaction hypothesis – one learns how
to do and one learns how to interact, and sociocultural theory - socially mediated process where one
discusses culture (Jordan, 2004).
However these theories are only in practice when one explores the major
language areas and skills – grammar, vocabulary, reading, writing,
pronunciation, listening, speaking, and culture (Levy, 2006).
Figure 1: Second language Acquisition theories and major learning areas
The major learning areas are the primary
focus for language learners because if one becomes proficient in each area,
then they become proficient in that language. Teachers also use this theory to
teach languages in my experience. Language teachers use audio to examine listening
skills and speaking skills, they set assignments online to help correct grammar
and present online novels to help reading and grammar skills. I believe that
teachers using technology as a medium for language learning are helping the
students more so than traditional methods of books and pens. From my experience as second language
learner, I believe that these theories are relevant to today’s teaching because
of the impact technology has made throughout helping students learn effectively
and efficiently.
Strategies, processes and approaches of language learning:
There has been a well-known shift surrounding language learning and language teaching over the last ten years with greater emphasis being put on how technology aids a language-learning student. I believe there is also emphasis on how learner’s process new information and what kinds of strategies they employ to understand, learn or remember the information (Mitchell, Myles, 2004). This is where I believe that technology aids a student because of the strategies and approaches it has, such as second language acquisition theories. When I was completing my high school education, the kinds of strategies I applied to my learning were described best my researches of language education. Wenden and Rubin (1987) define learning strategies as "... any sets of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information." Richards and Platt (1992) state that learning strategies are "intentional behavior and thoughts used by learners during learning so as to better help them understand, learn, or remember new information." Rubin, who pionered much of the work in the field of language learning strategies, makes the distinction between strategies contributing directly to learning and those contributing indirectly to learning. According to Wenden and Rubin (1984) They are of two main types, being the strategies contributing directly to the development of the language system constructed by the learner: Cognitive Learning Strategies and Metacognitive Learning Strategies. Below I have developed a summary timetable outlining what each strategy encounters:
Figure 2: Summary Strategy Table
I have also included a video, to help enhance this knowledge through video and audio effects.
Figure 3: YouTube Video: Language learning Strategies
However, when taking into consideration the best possible learning strategy, process or approach, it is important to consider the affordances available to both the teacher and the learner of the learning itself and the technology. Dr Johnson (2008) stated that there are several affordances when it comes to technology and language learning. I developed another table to highlight the affordances that are relevant to language learning and affordances that are also relevant to Blogs as I am providing this opinion piece via Blogs:
These affordances offer a terrific
framework in which to begin to examine how technology can improve language
learning and teaching in classrooms (Johnson, 2004). Personally, I believe these strategy work
efficiently as I have experience learning through strategies such as Cognitive
Learning and Metacognitive Learning. However, there are barriers that can prove
to be difficult for a learner to learn via technology. From my experience in
Year 12 Spanish Class, the Social strategy and communication strategy hindered
my learning experience, as technology does not often convey clear
communication. For example, my class in Spanish at university wanted the
students to quickly memorize what is on the interactive whiteboard, but I
needed to traditionally write it on paper in order to memorize. In these cases,
learners are different and need traditional learning techniques rather than
technological learning strategies.
Second Language Learning through Technology:
Technology plays an integral role in language learning in today’s environment. In every class I have attended, every single class is using some sort of technology to help students learn and teachers to teach more effectively. I believe technology role should promote engagement, promote active learning, be mobile and emulate learning (Johnson, 2004). Technology acts as an aid for my language learning because I can search on the Internet for grammar, words I do not understand, conjugation and listening and speaking correction. Although all these factors can be completed without the use of technology, technology offers a more mobile and quicker access for language learners. I use my smart phone currently during class to look up words and their definitions because most of the time teachers are to busy to stop and answer a students’ question. Technology also provides access outside classrooms and be access everywhere: at work, at home, and the public. I also found technology extremely helpful when completing my language homework or assessment. Without the use of podcasts, blogs, social networking, wikis, and online chat I would not have completed and understood a variety of things. This is why I believe technology should be included into language education because it provides a useful foundation of knowledge rather than traditional learning strategies.
Throughout my 12 years of education, I have
used a variety of technologies to help my learning, but only recently
discovered a variety of digital environments that help my language learning.
Since the beginning of my educations I have been introduced to computers,
printers, copiers, telephones, laptops, televisions, projectors and lab
equipment. However they are primary everyday technologies that I use to either
to;
- turn on/off
- watch
- print/copy
- search
- play games
- create pictures/documents (Jordan, 2004)
However these technologies are the
forefront for any learner in today’s society. But I believe it is important to
share what technologies I find most useful (or least useful) so that the reader
can see how much technology does aid a learner.
Figure 5: Technologies Examination Table
These technologies I believe, are always
used in language learning and the most important. The table shows that, though
the majority of technologies are useful for language learning, there is also technologies
that provide little usefulness for language education. I have used every single
technology listed, and the table shows which device – I believe – are most
useful and why.
Conclusion and Recommendations:
This opinion piece has discussed ways technology is used for language learning, and also stated why I believe technology is a valuable asset to language learning and teaching. From my experience, I believe language learning has been helpful through the use of technology because it provides student with access to a wealth of knowledge, creates opportunities to interact and provides students an accessible avenue between students and teachers. A technology-rich environment can support all these benefits and thus become an optimal setting for language acquisition, a setting that breaks out of the constricted environment of the typical paper-and-chalkboard classroom.References:
Jordan,
G. (2004) Theory Construction in Second Language Acquisition. Amsterdam,
Philadelphia: John Benjamins.
Larsen-Freeman, D., Cameron, L.
(2008) Complex Systems and Applied Linguistics. Oxford: Oxford
University Press.
Negretti, R. (1999).
Web-based activities and SLA: A conversation analysis research approach.
Language Learning & Technology, 3(1), 75-87.
Levy, M. &
Stockwell, G. (2006). CALL Dimensions: Options & issues in
computer-assisted language learning. Mahwah, NJ: Erlbaum. Chapter 3 -
Evaluation.
Carney, N. (2009).
Blogging in foreign language education. In M.
Thomas (Ed.), Handbook
of Research on Web 2.0 and Second Language Learning.
Hershey: Information
Science Reference
Levy, M. (2009). Technologies
in use for Second Language Learning. Modern Language Journal, 93, 769-782.
DOI: 10.1111/j.1540-4781.2009.00972.x
Mitchell, R.;
Myles, F. (2004) Second Language Learning Theories. 2nd edition. London: Arnold
Wenden, A. and Rubin,
J. 1987. Learner Strategies in Language Learning. New Jersey: Prentice Hall.
Johnson, M.
(2004) A Philosophy of Second Language Acquisition. New York: New Haven, CT;
London: Yale University Press.
Richards, J. and
Platt, J. 1992. Longman Dictionary of Language Teaching and Applied
Linguistics. Essex: Longman
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