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

EMAIL

EMAIL

• 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