Ict And Language Learning Teaching Methods Information Technology Essay

Ict And lingual summons instruction Teaching modes Information Technology EssayThe definitions could be con situationred narrow. to a greater extent(prenominal) postingly, Cambridge Advanced Learners Dictionary defines ICT in a narrower con textual matter a school subject in which students deal to utilisation computers and other electronic equipment to store and send study. It is celebrated thatboth interpretations be deficientin that it glosses over current ICT inventions and ignores previous(prenominal) technological devices such as printing process machines, telephone, radio and television.In a broader military position of ICT, we pull up stakes be discussing the role of ICT in funding row education from the perspective of historical background and indoors the modeling of SLA (Second row Acquisition). In this essay we will seek to address the following(a) questionsTo what extend words nurture are affected by ICT?How does ICT co-relate and correspond to acq uire-teaching methods and SLA hypotheses?2 The role of ICT and Language training-Teaching Methods2.1 Historical background in advance the arrival of printing press, emphasis has been placed on catechetic and oral communication activities for grammar teaching and mull over (Guo, 2010). quest the invention of mov fit printing machine in 1455, literacy among society has been all important(predicate)ly improved. As quoted by Crystal (2004 56), the sore invention gave an unprecedented impetus to the formation of a standard manner of speaking and the select of its properties.On the other hand, Kelly (1969) states that deductive and inductive methods admit existed for ages. To date, Br sustain (1994 351) burdens out that the inductive approaching is favored as it is in tune with subconscious and inexplicit style acquisition.Kenning (2007) analyses that the emergences of both deductive and inductive approaches predated printing technology hence the best-selling(predicate)ity might not be attributed to the technology. Thus she states that ICT had little to do with the birth of the approaches. In addition, it is worthwhile to point out that the role of printing technology in diction teaching was curb in the aboriginal years. For instance, Comenius wrote apioneeringbook in 1658, Orbis Sensualium Pictus, related to audio-visual acquisition method. He presented Latin phraseology linguistic process and modern languages with pictures. (Leinenbauch Gillette, 1997 486). This revolutionary inductive approach eventually failed due to technical difficulty and pricy cost of printing illustrations (Kenning, 2007). This claim is in line with Ellis (1997)s notion that, amicable and cultural contexts is among the external factors that profoundly influence the issue forth of exposure and use of a L2 (p.4-5). Thus, successful implementation of an innovative skill approach may be postponed until the technology is ready for the conditions.Language teaching ha s been using technologies such as phonograph, radio, projector, furnish recorder, computer, the cyberspace, the vane, inter nimble black-and-blueboard, DVD-ROMs, mobile phone and personal digital assistant (PDA) (Davies 2005) to support language cultivation from early twentieth century. Due to the versatility of ICT, one kindle thus argue that ICT has potential to play a significant role in facilitating learning methods connected to deductive and inductive approaches such as Grammar- exposition Method (deductive), channel Method (inductive), audio-lingual Method (inductive), Communicative Language Teaching Approach and Task-Based Approach (inductive). We are therefore going to review and discuss the advantages of ICT consort to each of these methods in the following class.2.2 Grammar Translation MethodGrammar Translation Method is an L2 teaching method based on the analysis of grammar and translation from L1 to L2 and vice versa. (Wong, 2005 118).Grammar Translation Metho d was draw outdfrom classical method of teachingGreek andLatin in 16th century (Wong, 2005 1) and only became popular in the late 19th century early 20th century.It is interesting to note that although printing payoff had been improved since 15th century, the real revolution only began when steam-powered press was invented to deliver 1,100 sheets per hour (Hutchinson, 2008). Following this revolution, printing and publishing costs has been significantly lowered. This has consequently fostered the implementation of grammar-translation method as constant telephone extension is necessary for translation (Kenning, 2007).Although this method began to decline following the introduction of Direct Method, its traces can still be found in todays language classrooms where reading competence is emphasised (Wong, 2005). In modern contexts, overhead projector and drill-and-practice telephone ( behavioristic show) acquire somehow replaced blackboard and books for uni-directional transmissio n of information in L2 grammar-translation classrooms (Warschauer Meskill, 2000).What is tidy in this passage is the lively importance ofICT in popularizing Grammar Translation Method in late 19th century and early 20th century. However, todays cutting-edge technology has failed to revive the traditional method. We could attribute this phenomenon to the deficiency of the deductive method itself, in which implicit language acquisition has been drop.2.3 Direct MethodThornbury (200721) defines the Direct Method as a method prioritises on oral skills, and, while following a syllabus of grammar structures, rejected explicit grammar teaching.Stocker (1921) and Clarke (1921) (both cited in Salaberry, 2001 40) emphasised the important role of phonograph in learning L2 pronunciation and intonation. Boldyreff (1929) claimed that the use of phonograph makes language learning more than scientific and high-octane. However, Jespersen (1904) verbalized his c at a timern over the sound qual ity, especially the consonant was still far from perfect.The use of radio solved Jespersens concern. For instance, Quinault (1947) described BBC program English by Radio as perhaps the biggest look into in language teaching by radio on purely direct method lines (p.119). She go on claimed that the continental listeners managed to concentrate on the sound alone and eventually acquired the pronunciation successfully. As stated by Reith (1924), radio offered perfect pronunciation through native speaker utterance. Indeed, radio managed to cater the needs of language learners who adopted Direct Method in early years.Nowadays, Direct Method, well-kn sustain as Berlitz Method, is support by cutting-edged technology. Learning are still done in oral context (Berlitz, 2010) but interactive white board, multimedia, the network and the Web have been integrated into Berlitz Virtual Classroom (BVC, 2010). In line with Kenning (2007)s claim, ICT at this stage has been used to meets the needs of eclectic approach inflexible within a broad conceptual framework.2.4 Audio-lingual Method (ALM)The ALM is led by behaviourist psychology and structural linguistic (Richards Rogers, 2001). In 1970s and 1980s, the behaviourist CALL (Computer-Assisted Language Learning) such as language laboratories served as effective tools to deliver instruction, dialogue memorisation, insistent drill exercises and correct answers to the learners (Warschauer, 1996 Warschauer Meskill, 2000). Eventually, language laboratories were failed as it only adopted a single methodology and neglected creative production of human language (Chambers, Conacher Littlemore, 2004).In todays context, the role of ICT could still be traced. For example, the Duke University gave away iPod to 1,600 initiative year students to evaluate the effectiveness of the technology device in academic use (Belanger, 2005). Apparently, ALM was adopted in language learning In languageslistening comprehension or performance-based c omponents, practice and repetition was facilitated through digital audio files (Belanger, 2005 9). For example, L2 learners spoken Spanish and their response during oral quizzes were recorded using iPod. Also, weekly vocabulary words with translations and audio diary was downloaded as learning materials (Belanger, 2005 15). The use of iPod proved to be beneficial in supporting audio-lingual language learning in this project.2.5 Communicative Language Teaching (CLT) ApproachCLT approach adopts a broad and eclectic philosophy rather than specific prescribed procedure in language learning and teaching (Wong, 2005).Communicative CALL replaced behaviourist CALL in the 1970s and 1980s (Warschauer, 1996). Authentic situations, meaningful and meaningful communication, learner-centred settings, written and gesture communication are all important elements in this approach (VanPatten, 2002).It is clear to note that the ICT inventions have been used accordingly to fulfil the specific purpose o f the approach. For instance, Fox (1997) reported that Language Learning Ne twork project consisted of the Internet and tv conferencing had successfully created a communication content-goaded learning environment.More recently, Littlemore Oakey (2004) points out the Web has make authentic meaningful communication possible by providing substantial amount of resources and knowledge. CMC (Computer-Mediated Communication), for example, provide the opportunity to use the L2 authentically.2.6 Task-based ApproachTask-based approach is a syllabus that is organised based on a series of tasks that learners are expected to perform (Wong, 2005 120). It has attracted much attention from SLA researchers over the past two years. Similar to CLT approach, broad and eclectic philosophy are incorporated in this approach. Thus the concept has been widely adopted by SLA hypotheses such as input processing, negotiation of meaning, focus on form and sidetrack fathomable output (Van den Branden, 2006 1).Indeed, ICT such as Internet and the Web has been used as brawny tools to enhance both CLT approach and task-based learning. This has yielded positive outcomes such as increased fundamental interaction, increased task authenticity and creative output production (Egbert Hanson-Smith, 1999).In this section we have reviewed to what extend ICT has back up language learning according to different teaching methods. In the next section we will discuss the role of ICT according to different SLA hypotheses.3 The Role of ICT and SLA Hypotheses3.1 Comprehensible InputAccording to Krashen (1981, 1982, and 1985, cited in Wong, 2005), comprehensible input is the language that learners can understand with their current level of linguistic competence.Multimedia enables visualization of abstract concepts and complex processes (Davies (2005)/ Also, special input in multimedia CALL provides comprehensible input to learners (Chapelle, 1998). For example, by using captioned interactive video (She a, 2000), learners will bring out understand the L2 discourse in the authentic discourse.In addition, comprehensible input is made available through task-based activities such as web-authoring task (Mishan 2004). The importance of exposure to authentic L2 text has been in the main endorsed by SIA researchers (e.g. Larsen-Freeman Long, 1991). During web-authoring task using software such as Dreamweaver, FrontPage and GoLive, learners are exposed to authentic text in following the instruction to build their own website (Mishan 2004).For distance learning, ICT could be utilized to create learning environment with productive and rich L2 input. This consequently diminishes dichotomy between distance language learners and classroom learners (Davies et al., 2010). on the way, good evidence about the positive role of ICT has been reviewed within the framework of Comprehensible Input dead reckoning. It is noted that ICT could be beneficial when the learners are exposed to rich and authen tic L2 environments such as task-based activities and distance learning settings. However, agreeing with Bardovi-Harlig (2001), input alone is not sufficient to support language learning. In such a berth we will explore the role of ICT in supporting Comprehensible end product and Interaction assumption.3.2 Comprehensible OutputComprehensible Output Hypothesis postulated by Swain (1985, 1995, cited in Wong, 2005) suggests that output learners need to be pushed to offer comprehensible output that is important to trigger noticing, positive feedback and negative evidence during acquisition.Davies (2005) states that ICT, especially computer, encourages comprehensible output, that is, active use of L2. As evidence, Evans (1996)s study reports that computer-based task is ultimately responsible to stimulate and improve learners oral communication.In particular, synchronal CMC tasks direct learners to produce higher quality spoken output (Kern, 1995 Warschauer, 1996). Blakes (2000) stu dy supports Swains hypothesis by reporting that online interchange pushed learners to produce written output. In addition, as indicated by Warschauer (2001), learners appear to incorporate new learned syntactical patterns or lexical chunks extensively during CMC task (p. 290).Also, it is stated that the hypertext environment of the Web improves learners piece of writing skills. Through the support of visual and sound using multimedia elements, learners are potential to extend their communicatory output (Davies, 2005) in a context-rich setting.Apparently, we have all the good evidence on the use of ICT in pushing learners to produce comprehensible output. Learners are not only encouraged to use the L2 actively, but are also more willingly to try out new L2 knowledge in a more secured and virtual environment compared to real-life classroom. Indeed, the contribution of advanced Internet technology could not be denied in this context. Nevertheless, it is argued that comprehensible outp ut is still not ample to facilitate the suppuration of L2 linguistic system. We will hence visit if ICT plays any positive role in enhancing language learning experience from the perspective of Interaction Hypothesis.3.3 Noticing HypothesisResearch revealed that noticing on specific linguistic features in the L2 input is crucial to language learning (Doughty, 1991). By manipulating L2 input using ICT, such as multimedia CALL, input enhancement technique could be utilize easily into language learning or teaching pedagogy. Thus the chance of noticing could be increased (Chapelle, 1998). Littlemore and Oakey (2004) later on characterized web-based resources meet one of Chapelles (2001) criteria for CALL task appropriateness, namely focus on form (p. 98-99).From the point of view of grammar instruction, studies conducted by Ushioda (2000), ORourke (2005) and Meskill Anthony (2007) show that CMC tasks successfully draw learners attention to the specific linguistic features in their own output, and choose in focus-on-form (originated by Michael Long, 1983, 1996 cited in Wong, 2005) communicative practice. In addition, Yuans (2003) study reported that combination of on-line natter and habitue in-class give-and-take increased learners awareness of their grammatical errors in their interlanguage. Also, Kukulska-Hulme Bull (2009)s study indicates that language learning diaries using mobile assisted language learning enhance learners noticing of linguistic feature in L2 input.From the point of view of vocabulary acquisition, the multi-dimension hypertext supports Schdmits Noticing Hypothesis by providing a mixture of multimedia elements to learners. For example, empirical evidences obtained by Jones (2004) and Yanguas (2009) show that multimedia environment is beneficial for L2 vocabulary acquisition. In their studies, learners managed to notice the target words with visual assist and textual glosses.With regards to the Noticing Hypothesis, we can clearly defi ne the advantages of the use of ICT. Indeed, through multimedia environment and mobile language learning, learners are supported to focus on the specific linguistic features (e.g. input enhancement and focus on form) and develop L2 linguistic system in more natural and flexible settings compared to personal classroom.3.4 Interaction HypothesisInteraction Hypothesis (Gass, 1997, 2003 cited in VanPatten Benati, 2010) asserted that interaction is necessary in language learning process because learners output may trigger input modification by other speakers. However, the opportunity to interact face-to-face is rather restricted within the regular L2 classroom settings (Kitade, 2000).Fortunately, the invention of the Internet and the Web has provided a discontinue interaction platform to learners. A target of research studies have been conducted on negotiation of meaning and CMC, a manifestation of Warschauers (1996) concept of integrative CALL (e.g. Blake, 2000 Kitade, 2000 Meskill Anthony, 2007).Warschauer (1997) states that the inter-cultural context make online learning a potentially reigning tool for collaborative language learning (pp. 470). Through CMC tasks, learners interact more actively with L2 (Kern, 1995 Warschauer, 1996). For example, learners appreciate the corrective feedback from their partners in email exchanges tasks. (ODowd, 2004 St. John Cash, 1995). Also, Blakes (2000) study shows that CMC promotes L2 acquisition of lexical items through interaction on a synchronous on-line chat program.When communicating with native speakers, miscommunication or even misunderstanding may run across when the learners do not know when and how to use certain linguistic forms appropriately. Research has found that instruction on the speech acts helps learners to improve their pragmatic performance and communication competence (Kasper Rose, 2002). In this context the role of ICT becomes, once again, crucial since we can argue that tandem learning system could eliminate, or at least, reduce the star of offence and embarrassment.3.5 MotivationICT is potentially a great tool to boost both integrative and implemental demand in language learning process. Integrative motivation is related to psychology whereas instrumental motivation set language as tool to derive benefit from the environment (VanPatten Benati, 2010 111).Some research shows that synchronous CMC offers to significant motivation boost among L2 learners. For example, Appel Guerrero (2002)s study shows that tandem project via email encourages learners to correct each other. Also, inactive and shy learners appear to be more active to participate in electronic discussions compared to teacher-led discussions. (Beauvouis 1992 Kelm, 1992).From the perspective of instrumental motivation, Web authoring tasks inspire the sense of authorship and create the feel of privilege among language learners (Mishan, 2004). Scripting, recording, producing and performing own podcast wor ks will enhance learners sense of ownership (LTS MFLE, 2010). These situations will undoubtedly increase their motivation and derivea sense of accomplishment along the process of task-based language learning.However, Owen (2008) argues that the level of motivation is heavily depending on achievability of task. This notion implies that although ICT plays a significant role in enhancing motivation, teachers/instructors play a more predominant role in designing and choosing the approximately appropriate ICT task best fitting their students needs.3.5.1 Autonomous LearningMotivation has close link with autonomous learning. Autonomous and independent learners become highly motivated and this leads to better learning outcomes (Dickinson, 1995, cited in Benson, 2001).The early application of CALL as behaviorist tool was less efficient for autonomy development (Fox, 1994). During the communicative phase, the pre-programmed CALL still played role as tutor although the tasks did not grant fu ll picture to learners. (Benson 2001137). However, Kenning (1996 128) stated that the used of word processors in communicative CALL supported cognitive and meta-cognitive autonomy. Thus, Benson (2001) further stated that when computes used as non-language learning tools, autonomy will be enhanced.Later, multimedia, the Internet and the Web has brought CALL to current integrative phase (Warschauer, 1996). Integrative CALL supports autonomy learning development with rich input and encourages learners to take control over the selection of learning strategies and materials (Benson, 2001). Mishan (2004130) further claims that the Internet is the most powerful medium to orientate learners towards autonomous learning. Indeed, learners are supported by various forms of multimedia on the Web to search and discover learning strategies that best suit them.Its been observed that independent learners play more active role during language learning process. For example, the use of authoring softw are and cognitive tools engage learners as researchers and the experimenters in a L2 task-based learning classroom (Rschoff, 2004). In addition, one of ODowd (2004)s Spanish students who learned English as L2 expressed his/her opinions on email exchanges by stating that we have the opportunity to have a teacher and, at the homogeneous time, to be teachers (p.156). This implies that learners are motivated when they play role as tutors by correcting partners language errors during the exchanges.Also, CMC learning tasks via netmail exchanges (Ushioda, 2000) and MOOs (object-oriented Multiple User Domains) (Sheild, 2001) is excellent for autonomy learning as learners are able to take control of their learning process, content and objectives.In addition, Sarasin (1999 2) states that tailored exercises that fit their students learning ways will maximize the learning potential outcome. For example, Hot Potatoes is an excellent authoring software that enables teachers to design language a ctivities such as multiple-choice questions and cattle ranch fills exercises according to learning styles of their own students.We can argue that the role of ICT is, certainly, more prominent if being explored from the run of independent learning. Language learners gain access to rich L2 resources via ICT devices such as the Internet, the Web, Podcast and digital mobile phones.3.5.2 Learning StrategiesOMalley d Chamot (1990) classify learning strategies under three main categories cognitive (repeating, translating, and analyzing), metacognitive (organizing, planning and controlling) and socio-affective (seeking clarification, co-operating with peers, self-talk).Learners who have regular opportunities to develop their metacognitive awareness through on-line training may become more autonomous language learners. With the arrival of audio-video conferencing systems, distance learners can learn language at anytime and share opinions on their roles in it (Hauck, 2005). For example, Whi tes (1995) study shows that independent distance learners aware that they need to re-evaluate their role and responsibilities as language learners thus make greater use of metacognitive strategy, especially self-management.For cognitive strategy, learners are able to apply their prior knowledge about L2 in creative ways on different multimedia activities on the Web. Memory strategy is thus supported through multimedia elements of the Internet where images and sounds are available for mental linking.Also, CMC provides a platform for learners to apply social strategies where learners more aware of the relationship between the target language and its cultural (ODowd, 2004). They will be able to share recommendations for useful resources and tools found on and off the Internet. (Warschauer Shetzer, 2000 179).To summarize we can therefore argue that ICT, if justly used, is unquestionably helping language learning and could contribute towards different learning strategies development.3. 5.3 Learning StylesICT such as interactive games, interactive whiteboard, video and digital image offers support to different learning styles and allow learners to learn in ways appropriate to their learning approaches (Becta Report, 2009 2).In particular, language learning tasks through the Internet can suit different learning styles. For instance, Sheikh Dibs (2003) points out that the needs of visual learners are fulfilled by text, images and video whereas auditory learners are supported with oral presentation on the Web. Sensory learners enjoy both visual and auditory resources on the Web. Hands-on learners will apply their knowledge through activities such as on-line games and cross puzzle.To sum up, learners learn better when they are interested and ICT serves to extend and prolong their sign interest (Murray Barnes, 1998). Integrating various forms of multimedia is doubtlessly among the best option to present L2 input. This practice increases the variety of learning tasks w hen teachers/instructors manage to adapt and modified the content to meet different types of learning styles.In this session we have reviewed the positive role of ICT. Indeed, the incorporation of technology into language learning always corresponds to external and internal factors indentified within the framework of contemporary SLA research. Internal factors are cognitive factors such as processing strategies, prior linguistic knowledge, the architecture of LAD (Language Acquisition Device) of the human brain (VanPatten, 2003), aptitude and motivation (Myles, 2002). Meanwhile, social factors, input and interaction are identify as external factors by Ellis (1997). We could easily identify both factors in todays language learning contexts and how effective are they in supporting learners to build their L2 linguistic system from different perspective. However, ICT could be a two-sided sword if not being used without proper guide. In the next section we will discuss the disadvantages of barrier of the use of ICT.4 Disadvantages and Barriers of ICTIn the section above we have identified a substantial number of advantages for the use of ICT in language learning such as the fact that ICT provides easy and reliable access to authentic materials, supports different learning styles, enhances cross-cultural communication and collaboration. However, empirical evidences have identified some problems and barriers to the use of ICT in language learning which will be reviewed and analysed in the following section.4.1 SecurityRamirez et al (2008) identify cyber bullying as a growing problem among teenagers and young adults in schools. Even peer bullying among children is budding due to the increased anonymous use of wireless ICT devices on the Web (Tettegah et al, 2006).Gender differences have also been identified in CMC, where men tend to dominate the discussion (Cook et al., 2001). In addition, Herring (2000) reports number of offensive case against women in asynchronous C MC. For instance, Dibbell (1993, cited in Herring, 2000) textually-based virtual offend and sexual harassment incident were reported by Dibbell (1993) and Reid (1994) (both cited in Herring, 2000). Indeed, such incidents reveal the dark side of the technology which deflates social responsibility and accountability.In addition, vast amount of information is available on the Web and not all of them are appropriate. In particular, the exposure of pornography on the Web to teenagers and children is always a focus issue and concern over the use of the Internet.To overcome these circumstances, filtering software such as breakers Watch enables parents and teachers to protect students against undesirable material. However, full control and censorship on the Internet is unjustifiable and unenforceable. When the Internet access is available in the classroom, careful supervision and safeguard is necessary to increase security and bulwark level. The role of the instructor/teacher is therefor e vital not only in terms of preparation of ICT-based activities but also in the supervision and delivery of the Internet based activities.4.2 Learners-FitAs stated in previously, the ready-made Web-based resource might not fit the specific needs of learners with different learning styles. Moreover, ready-make multimedia packagesavailable on commerciallanguage learning software are usually technological driven and do not take learners specific needs into serious account (Murray Barnes, 1998).Thus lack of expertise in developing software program could lead to lack of reliability.In addition, Littlemore Oakey (2004) also addressed the limitation of Web-based resources to meet the needs of learner-fit (Chapelle, 2001 59). Ready-made exercises and resources on the Web, such as Si Espana and Bonjour de France are less likely to cope with every different learning style.Thus careful decision should be made when teachers or learners are pondering on whether or not to use these material s for language teaching/learning. Also, this could be tackled by using web-based authoring tools appropriately. The baseline is that teachers/instructors need to modify and adapt the ready-made materials according to the precise needs of their own learners group.4.3 Information OverloadIt could be problematic if learners are bombarded with massive amount of information through ICT and leads to information overload (Littlemore and Oakey 2004). Moreover, searching online could sometimes be time consuming (for both instructors and students) where the quality and accuracy of the limit is not always under control.In addition, task-based learning activities without proper design will also lead to information overload. For example, in a many-to-many interaction through CMC, some learners might get wind that they are doomed in group discussion. Thus certain information might be ignored and becomes a set of asocial monologues (Moran, 199152).Therefore, training is necessary to equip learne rs and instructors with appropriate searching and skimming skill. Teachers/instructors also need to be trained to design tasks in accordance to SLA theories and that allow the learners to response to the discourse in a multi-way CMC, to explore the material and consequently generate positive learning outcomes.4.4 ReliabilityWarschauer (1999) reported that a great number of network-exchanges project failed to meet the expectation of language learning outcomes. This is due to the difficulty to maintain learners and their partners initial interest and motivation.Cross-cultural email exchanges might sometimes be boring and tiresome if the learners can not find common interest with their partners. This weakens the initial passionate if the exchanges are not goal-oriented (ODowd, 2004). In other words, without proper design and guidance, CMC tasks could be meaningless and lead to communication breakdown.In addition, learners might be discouraged if their CMC partners do not turn up in the chat room or answer their message (ODowd, 2004). This might be attributed to factors such as lost of interest, poor time management and limited access to the Internet which it is unimpeachably not helping SLA. ODowd (2004) further points out learners might develop perception that the cultural of the L2 country is unfriendly. This implies that the learners will be further discouraged to continue learning the L2.To solve this issue, learners and their partners should be trained and be meliorate beforehand on this issue to established friendly relationship (Fischer, 1998 Muller Hartman, 2000)with their partners.As far as social reliability is concerned, technology reliability is also considered as a barrier. Specifically, computers are sometimes unreliable as the artificial intelligence cannot handle unexpected ad-hoc sit