Language Learning Technologies (LLTs) available for teachers of English

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Language Learning Technologies (LLTs) available for teachers of English

Anyushenkova Olga Nikolayevna

senior lecturer, Financial university under the Government of the Russian Federation

Языковые учебные технологии доступные для преподавателей английского языка

Анюшенкова Ольга Николаевна

старший преподаватель, Финансовый университет при Правительстве РФ, г. Москва, onanyushenkova@fa.ru

Аннотация

В данной статье рассматриваются различные типы обучения иностранному языку с применением компьютерных технологий и как преподаватели английского языка могут их использовать. Автор акцентирует внимание на применении компьютерных обучающих языковых технологий, таких как презентационные и коммуникационные инструменты, учебное программное обеспечение, интернет-аутентичные материалы (печать, аудио и видео), ресурсы и справочные материалы, а также дистанционная коммуникация для полного овладение иностранным языком. Автор рассматривает общие типы и различные цели обучающих языковых технологий на очных занятиях в аудитории и для самостоятельной работы. Подводя итог, автор подчеркивает, что применение языковых компьютерных технологий может помочь преподавателям английского языка обеспечить всестороннее знание иностранного языка среди учеников.

Ключевые слова: технологии изучения языка (LLTs), овладение языком, облегчать, аутентичный, взаимодействие, инструкции, программы, понимание

Abstract

This article examines different types of language learning technologies (LLTs) and how teachers of English can use them. The author focuses on the application of technology, such as presentation and communication tools, educational software, Internet-authentic materials (print, audio and video), resources and reference materials, as well as distance communication for foreign language acquisition. The author deals with the general types and various purposes of learning technologies of teaching language during classroom instruction and for independent work. Summing up, the author emphasizes that the use of LLTs can help teachers of English provide comprehensive foreign language awareness among their students.

Keywords: language learning technologies (LLTs), language acquisition, facilitate,authentic, interaction, instructions, software programs, comprehension

foreign language computer training

There are a wide range of elements that have an impact on the teaching a foreign language: the time and place that learners live in, the phase of education, the choice of a pedagogical approach and learning technologies, the attitudes of the community to the language that they are learning. All these factors teachers need to consider. In one version of socio-cultural theory, this is described as an `activity system' [2, c. 133 -156].

Language learning technologies change and develop constantly. The variety of them that can be used to teach English language learners is virtually unlimited. The lines that separate one type of LLT from another become blurred as new forms of integrating technologies emerge. With this in mind, let's look briefly at five major categories of language learning technologies.

Instructional technologies can be categorized any number of ways, but for our purposes, they are classified into five groups: presentation and communication tools, instructional software, Internet-based authentic materials (print, audio, & video), resources & reference materials, and distance communication and learning technologies.

Presentation/communication tools. One of the best ways to develop English writing and speaking skills is to give students assignments whose purpose is authentic communication. When students prepare newsletters for publication or news stories for broadcast, they plan, draft, write, revise, edit, and polish their oral or written output.

Computer mediated communication. CMC technologies, such as teleconferencing, email, blogs, wikis, instant messaging, chat, which creates autonomous learning environments. In this context “the different curricular roles for technologies can be described as blended (i.e. using technologies as a supplement to classroom instruction), hybrid (i.e. providing instruction both in class and on line), and completely online language learning” [1, c.712-715]. As with giving students assignments for presenting for a real purpose, using computers to facilitate two-way communication greatly enhances opportunities and options for interaction and output. Computer mediated communication can occur in written form, such as e-mail, bulletin boards, and instant or text messaging. It can also allow two students to speak with each other, via audioconferencing or videoconferencing.

Instructional software. Available either through purchased CD-ROM packages or through downloaded or Internet-based files, instructional software is intended for the purpose of teaching information or skills. Instructional software can take many forms, including step-by-step tutorials, simulations that require application of a skill or knowledge, games that lead the user in practicing a skill or knowledge, multimedia books and materials that provide graphics, audio, and video content, and comprehensive language teaching programs. For English language learners, the four language skills of listening, speaking, reading, and writing, as well as knowledge of grammar rules and vocabulary, are the main topics of instructional software.

Internet-based authentic materials (print, audio, & video). Not so long ago, English as a Foreign Language (EFL) teachers had limited access to authentic written, spoken, and video resources in English. Teachers constantly looked for menus, train schedules, movies, books on tape, travel brochures, and other authentic materials to expose their students to authentic English, not the English used in textbooks and courses. With the Internet, these "authentic English" resources are available to teachers throughout the world, often at no charge.

Resources & reference materials. Many teachers have closets and file cabinets full of activities, lessons, and print resources. With the Internet, thousands of free materials and resources are available from education and resource agencies.

Distance communication and learning technologies. Distance learning takes place when the learner and teacher are not in the same place at the same time for most of the instruction. Early forms of distance learning included correspondence courses, followed by television courses, but current distance learning typically mixes many forms of information and communication technologies into one course of study. While distance learning is not a type of technology per se, it uses particular information and communication technologies and is often organized by course management software. In addition, there are best practices in distance learning that we will explore in an upcoming lesson.

Now that we have scanned the types of language learning technologies and now, let's look at the common uses and contexts for language learning technologies. When deciding how to introduce language learning technologies, teachers should consider the overall instruction plan and students' learning context.

Common uses of LLTs

· Teacher-directed technology in the classroom. The use of computer projectors or interactive whiteboards allows technology to be incorporated into lectures and other teacher-directed instruction.

· Teacher-selected, student-directed technology as a supplement to the classroom. Language learning technologies can also be used to follow up on teacher-directed instruction, by providing individualized practice, remediation, or extension of the lesson content.

· Teacher-selected, student-directed technology as a complement to the classroom. Another use of technology is to build skills that are not taught in class but that support what is taught in class, such as computer-based grammar drills related to the content of a conversation class. Typically the teacher selects the technology and directs students to use it independently.

· Self-directed technology. Finally, there are numerous technology resources for self-directed study, ranging from comprehensive language development software programs to distance learning language courses. Learners can select materials according to their goals and needs and can learn individually, at their own pace.

There are basically four ways technology is used: (1) as part of classroom instruction; (2) to supplement classroom instruction, that is, to extend what was taught in class; (3) to complement classroom instruction by focusing on skills that are not taught in class but that complement those that are; and (4) for self-directed study unrelated to classroom instruction.

Let's take a closer look at how technology can facilitate language learning during Classroom Instruction.

The classroom environment is ideal for using a variety of technologies. Teachers can introduce technology at any point in a lesson, whether they are presenting information, setting up practice activities between students, or evaluating the students' mastery of a topic or skill.

Clarify the learning goal. The key to using technology for classroom instruction is to clarify how it furthers the learning goal. For teaching academic subjects, teachers should determine whether the technology makes the content more comprehensible. In a language development class, the LLT should provide opportunities for students to understand and/or use the language skill of focus. Whatever the goal of the class, technology can be integrated into the teacher's presentation of new material (whole class instruction) as well as the student's application of what was presented (small group, pair, and individual in-class tasks).

Whole class communication and tasks. During whole class instruction, the language learning technology must be visible and/or audible to all students in the classroom. This is typically accomplished by displaying information from a computer, VCR, or DVD player through a projector onto a blank screen or interactive whiteboard and by playing sound from external speakers.

Teachers can enliven lectures on academic content by showing associated websites with pictures, graphics, and video. This provides a variety of input to aid comprehension. In EFL situations where the teacher is the only model of English speech, software programs and Internet resources such as podcasts and streaming audio/video broadcasts can present different varieties of spoken English to the class.

Small group communication and tasks. Language and/or content lessons should include time for small group and pair interaction. Doing so provides more opportunities for language learners to practice conversation and to negotiate meaning. An effective way to structure small group activities is through cooperative learning activities.

In cooperative learning, group members are interdependent. This means that each member (typically four per group) shares equal responsibility for completing a task. For example, each member of a group might be required to compose one or more slides for a PowerPoint presentation on a particular topic. Each slide can include written text, audio clips, clip art, and links to websites. Group members discuss and combine their contributions to the PowerPoint file prior to the group presentation. The cooperative learning activity is an opportunity for interaction in the completion of a task.

Pair communication and tasks. Pair activities provide excellent opportunities for interaction, whether using technology or not. Interaction in paired technology activities is typically not part of the technology itself. The interaction happens when a pair uses the technology to solve a problem or complete a task.

Academic content. An example of a pair activity using LLTs for learning academic content is a WebQuest. In a WebQuest, two (or more) students compile information they gather from the Internet to solve a problem, such as making recommendations on national policies. A WebQuest can be a great follow-up to a whole class lesson or can be an advance organizer for students prior to a lecture by the teacher.

Language development. Using technology in pairs for language development provides two forms of input for each learner (the partner and the technology) and two forms of output (both partners). In addition, there is plenty of interaction between partners. A great interactive partner activity is reading a multimedia book. Learners can pair up at computers and listen to the multimedia book being read while they follow along, reading silently, page by page. After they listen to a page, they can take turns recording themselves reading the page aloud. Then they can check each other's recording against the audio track. This is a fun and effective form of student practice following whole class instruction.

The `input hypothesis' by Krashen [5] argues that people learn language through comprehensible input, but ostensibly through reading and listening. A lot of reading material are available now on the Internet. This gives massive opportunities for language learning. It provides a very large source of authentic input materials. An input oriented approach referres to easily accessible input for every language learner, but this material needs management to make it comprehensible and learners also need to understand how to approach it effectively.

There are three key concepts of ELT: cognitive and metacognitive strategies, autonomy and output. Digital literacy has become the focus why teachers use technology in the language classroom. In order to gain maximum language learning from any material or activity, teachers need to make sure that the learners have the necessary skills to be able to approach and interpret a text. Trying to access the text students use a range of strategies. They also use local and global cognitive strategies to get at meanings in the text, as well as metacognitive strategies to help them organise their activity.

“Cognitive strategies are direct strategies to deal with the mental processing of a target language. Meta-cognitive strategies are part of the indirect strategies to self-monitor the reading activity of oneself. They also function as a goal setting of reading and revising the use of various cognitive strategies” [4, c.104].

Strategy research is very closely related to learner autonomy and also to learner training [3, c.92] and much research shows how learners can be supported (scaffolded) to use the internet and other tools on their own.

Individual communication and tasks. Individual software-based activities can provide limited interactivity, such as a game that advances a user for every correct vocabulary word supplied. But software-based interaction is extremely limited and rarely resembles real communication. The more common purpose of individual communication tasks is to practice a skill taught in class. Students can practice writing by journaling on blogs, which are user-created websites written in journal style. A good way to practice listening skills is to listen to podcasts and take notes. Reading skills can be practiced by skill-building software, such as various test preparation (e.g., TOEFL or IELTS) programs. Videotaping oneself giving a speech is a good way to practice speaking. These types of activities are often conducted in classrooms with multiple computers or technology resources.

Let's take a closer look at how technology can facilitate language learning for independent or Self-Directed Study. A. Wenden brings us to the concept of a mature (independent, pro?cient) language learner. The features of the mature language learner may be summed up in one general characteristic - capable of productive language learning [6].

Let us explore two types of technologies for self-directed study: comprehensive language learning courses (software and online) and technology-mediated communication distance learning courses.

Teachers of ELLs' roles and responsibilities extend beyond classroom instruction and even beyond their own students. Most of the options for self-directed study are also applicable for study that is supplemental or complementary to teacher-directed instruction. In addition, many of them are also appropriate for small group, pair, and individual use during class time.

There are at least three good reasons to know about self-directed English study:

1. To help students' family members learn English.

2. To provide suggestions for the most ambitious and eager students who want to take more responsibility for their learning.

3. For teachers' own study of another language (which helps to be a better ESL teacher).

There are two very good options for independent, self-directed study: comprehensive language learning programs and technology-mediated distance learning.

Since around the 1950s, technology has enabled individuals to study languages at home, without the benefit of a live teacher. Beginning with records/audiotapes with books and progressing to CDs and eventually online programs, self study language courses fill a clear need. There are a lot of widely used comprehensive EFL programs with versions for elementary, middle school, high school, and post-secondary students, These programms address listening, pronunciation, vocabulary, communication, and grammar. Each lesson includes watching a video of the lesson content, learning about the content, practicing the content, and lastly role-playing the content. Students progress through a carefully designed scope and sequence leading to higher levels of proficiency.

Various distance learning options exist for tutoring in English as a Foreign Language. Students can use Internet-based communication technologies, such as Skype to audio and videoconference with an English-speaking tutor. There are also text-based communication technologies that allow student and tutor to chat and diagram (handwrite or draw) online. These are good options for students from different countries where English is not spoken.

It's clear that teachers of ELLs have two primary goals: English language development and mastery of academic content in English. To meet these goals, the teacher must orchestrate quality input, interaction, and output, targeted to the level of the student. Learning technologies give teachers many resources to provide quality, targeted input, interaction, and output. Modern teachers plan to incorporate technology prior to the lesson, and other times teachers work in the technology in response to needs that arise during instruction. Having a solid understanding of language learning technologies equips teachers to do both well. Becoming knowledgeable about how these LLTs promote foreign language acquisition is the foundation of successful teaching of ELLs.

Список литературы

1. Blake R. J. Technologies for language learning // Routhledge encyclopedia of language teaching and learning / ed. by M. Byram and A. Hu. - London-N.Y.: Routledge, - 2013. p. 712-715.

2. Engestrцm, Y. Expansive learning at work: towards an activity theoretical reconceptualization. Journal of Education and Work 14/1: - 2001. p.156.

3. Hedge, T. Key concepts in ELT: Learner training. ELT Journal 47/1: -2003. p. 92 - 93.

4. Konishi, M Strategies for reading hypertext by Japanese ESL learners. The Reading Matrix 3/3: -2003. p.97-119.

5. Krashen, S.D. The Input Hypothesis: Issues and Implications. London: Longman. 1985.

6. Wenden A. Learner strategies for learner autonomy. - London: Prentice Hall, - 1992. - 174 p.

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