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ENGLISH
LANGUAGE
ACQUISITION
&
THE ROLE OF ICT
Charles Cornelius
ICT
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?
vision4learning.wikispaces.com
Professor Stephen Heppell
Emerging Technologies
Stephen Krashen
MonitorTheory
Monitor Theory
natural order
acquisition-learning
input
monitor
affective filter
Two separate processes
LEARNINGACQUISITION
Subconscious
Similar to first language
Communicationnot correctness
Fluency
Conscious
Structured teaching
Knowledge(eg grammatical rules)
Accuracy
Acquisition-Learning Hypothesis
Learning can support acquisition bychecking and correcting
communication
ACQUISITIONLEARNING
Monitor Hypothesis
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
Input Hypothesis
“The single most important concept in
foreign language acquisition theory
today.”
Optimal Input“The main function of the foreign language
teacher is to help make input
comprehensible.”
Comprehensible
InterestingRelevant
Not grammatically sequenced
In sufficient quantity
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
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
COMPREHENSIBLEINPUT
Affective Filter Hypothesis
COMPREHENSIBLEINPUT
Affective Filter Hypothesis
COMPREHENSIBLEINPUT
Affective Filter Hypothesis
COMPREHENSIBLEINPUT
Affective Filter Hypothesis
Affective Filter Hypothesis
Don’t put studenton the defensive
Allow student to be silent
Don’t do too mucherror correction
OPTIMALINPUT
LOWAFFECTIVE
FILTER
OPTIMALINPUT
LOWAFFECTIVE
FILTER
CHARLIE’STOP TEN WAYS
OPTIMALINPUT
LOWAFFECTIVE
FILTER
NUMBER 10
CHAT ROOMS
CHAT ROOM
• Optimal Input– comprehensible– relevant and interesting to chatters– Lots of input
• Affective filter– Uninhbited– Time delay
OPTIMALINPUT
LOWAFFECTIVE
FILTER
NUMBER 9
• Optimal Input– highly relevant and realistic form of
communication– emails can contain considerable input to
read
• Affective filter– Low because of long response time
OPTIMALINPUT
LOWAFFECTIVE
FILTER
NUMBER 8
BLOGGING
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
OPTIMALINPUT
LOWAFFECTIVE
FILTER
NUMBER 7
PODCASTS
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
Noam Chomsky
OPTIMALINPUT
LOWAFFECTIVE
FILTER
NUMBER 6
DICTIONARIES
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
OPTIMALINPUT
LOWAFFECTIVE
FILTER
NUMBER 5
ONLINE TEXT
ONLINE TEXT
• Optimal Input– colossal amounts of interesting, relevant
input– effort needed to make it comprehensible
OPTIMALINPUT
LOWAFFECTIVE
FILTER
NUMBER 4
ONLINE VIDEO
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
OPTIMALINPUT
LOWAFFECTIVE
FILTER
NUMBER 3
VIDEO CONFERENCING
Ardleigh Green Junior School
VIDEO CONFERENCING
• Optimal Input– children focus on meaning and
communication– lots of input, made more
comprehensible by non-linguistic clues
• Affective filter– highly motivational
OPTIMALINPUT
LOWAFFECTIVE
FILTER
NUMBER 2
VIRTUAL WORLDS
Second Life
OPTIMALINPUT
LOWAFFECTIVE
FILTER
NUMBER 1
LANGUAGE QUESTS
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
1. Language Quests2. Virtual Worlds3. Video Conferencing4. Online Video5. Online Texts6. Electronic Dictionaries7. Podcasts8. Blogging9. Email10.Chat