the future of language learning in virtual worlds
DESCRIPTION
Virtual worlds have recently gained popularity in language learning and technology communities However, the affordances and potentiality of virtual embodiment has not been fully explored. Examining practices in Second Life, we hope to provide a “think piece” that will arouse further discussion of good design and practices in virtual worlds.TRANSCRIPT
The Transformation of Language Learning in Virtual Worlds
Dongping ZhengDepartment of Second Language Studies
University of Hawaii
Kristi NewgardenUniversity of Connecticut
LLCMC, Hawaii, October 12, 2009
捏紧点儿!Nie jin dianer!捏紧点儿!
Nie jin dianer!
Learning online is different from learning face-2-face
visual cues, eye contacts, body gestures
(Coiro & Dobler, 2007).
2D is different from avatar-based 3D environments
Body movement, visual perception, social presence
Imagine a hypertext internet screen
It can be individualistic?
You can see who is online and doing what
A guild on a quest
Linear vs. Parallel processingStep-by-step vs. Random accessText first vs. Graphic firstStand alone vs. ConnectedPassive vs. Active Read manual first vs. Zing zingWork vs. PlayPatience vs. PayoffReality vs. FantasyTechnology as foe vs. Technology as a friendContent centered vs. Learner centeredLearn to take test vs. Demand learning to succeedAbstract vs. Immediate consequenceOne fits all vs. Balancing of difficultyInformation vs. Reciprocal transformation
Digital game-based learning (liberman, 2006; Prensky, 2001; Winn, 2007))
Linear +Parallel processingStep-by-step +Random accessText first +Graphic firstStand alone +ConnectedPassive +Active Read manual first +Zing zingWork +PlayPatience +PayoffReality +FantasyTechnology as foe +Technology as a friendContent centered +Learner centeredLearn to take test +Demand learning to succeedAbstract +Immediate consequenceOne fits all +Balancing of difficultyInformation +Reciprocal transformation
The Transformation of Language Learning in Virtual Worlds (Zheng & Newgarden, 2009)
(More than) Five ways to look at learning differently
1. From Transfer to Conceptual Blend2. From Input to Affordances3. From Negotiation for Meaning to
Negotiation for Action4. From Task-based Learning to Design of
Learning Environments5. From Learning About to Learning to Be
From Transfer to Conceptual Blend(Brown & Thomas, 2009)
Will the skills learned in virtual worlds be transferred to real life situations?
LanguagingLinell, 2009
A dialogical theory of language must assign primacy to action
rather thanto pure cognition and to transmission
LanguagingSwain, 2006
Inspired by Vygostky, thoughts and language are inseparable,
the relationship between them is ongoing, thought to language and language to
thought is a process.
Embodying
Hirose (2002) tools extend the boundaries (skin,
limb) of our body and alter our effectivities.
Also see Clinton (2006 ) and Soares, (2008) on avatar’s move became
player’s move
Embodying
Clark (2001) alerts us that "the emphasis on language as medium of
communication tends to blind us to a subtler but equally potent role: the role of language as a tool that alters the
nature of the computational task involved in various kinds of problem
solving" (p.193).
Conceptual Blend(Thomas & Brown, 2008)
a gamer resides in both virtual and physical
blended resources
simultaneously developed dispositions
20
Quest Atlantis
Language Learner?
From Input to Affordances(van Lier, 2000 & 2004)
Is virtual real?
When we treat virtual as real, what do we gain or miss as far as
incorporating the full potential of the 3-D virtual WORLD?
Semiotic Sources(Thibault, 2005; van Lier, 2004)
Classroom vs. virtual worlds
Affordances and the Zone of Proximal Development (ZPD)
a) an affordance expresses a relationship between a person and a linguisticb) linguistic affordances are specified in the linguistic expression, and available to the active interlocutorc) the affordances picked up serve the agent to promote further action and lead to higher and more successful levels of interaction.
Dogme
Second Life, Google Docs, Whiteboards and Skype
Holodeck
From Task-based Learning and Teaching to the Design of Learning Environments
A real life task
Task: You are at a party. Introduce your partner to three other people.
Role play: You are taking part in a job interview. Your partner will ask you about
yourself. Answer his/her questions.
1. language as abstract objects and rules, and
2. language as action.(Linell, 2009)
"many aspects of the detailed order of interactions cannot be imagined
by armchair reflections; they are discoverable in actual data, but not
imaginable"
From Negotiation for Meaning to Negotiation for Action
(Zheng et al., 2009)
"individual selves cannot be assumed to exist as agents and thinkers before they begin to
interact with others and the world.” (Linell, 2009)
Nik• “Many classroom activities do not work very well in SL. They
lead to groups of students standing around in circles reading notecards. He believes the environment is so visually strong that we need to be able to use it, to create large spaces with motivating games. This will take serious groups of people with serious SL skills to be able to do this. One participant mentions the common misconception of people thinking of SL as a game. This is good because it is attractive to students who like games. But it's also bad because teachers generally think of SL as a game and don't take it seriously. Strong motivations in computer games (mastering tasks, preserving life, evading enemies, etc) are lacking in SL. People will do things over and over again in order to get to the next stage of a game. This is one of the strengths of gaming that could be built into learning.” (http://www.blog-efl.blogspot.com/)
Action-Based Learning (van Lier, forthcoming)
Task-based Content-based Project-based
Exploratory Experiential
English for specific purposes (ESP)Community-based language socialization
Computer-assisted language learning (CALL)
Literacy in the Passion of Art, Hisotry, Music, Sports…
"in a dialgoical theory of languaging ("praxis"), performances is being conceptualized as partly in the performing arts (music, there religious rituals, etc.) (p. 274)
From Learning About to Learning to Be
Emergent Identity developmentLegitimate Peripheral Participation
(LPP)
Conclusion
The possibilities of language learning in virtual worlds may perhaps impact those
who have traditionally had the least access to opportunities to the target language.
As we look at the common practices in SL, we found it difficult not to bring up concepts of the alternative learning
paradigm, the ecological and dialogical view of sense making.
ALOHA spirit
Xiexie!
谢谢!