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Tech For Teaching and Learning Grammar & Vocabulary

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30 views27 pages

Tech For Teaching and Learning Grammar & Vocabulary

Uploaded by

Piper
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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GROUP 1

CHAPTER 3: Technologies For Teaching And Learning L2 Grammar


CHAPTER 4: Technologies For Teaching And Learning L2 Vocabulary

MEMBERS:
1. Võ Nguyên Hạnh
2. Dương Lan Linh
3. Lê Gia Mẫn
4. Nguyễn Văn Hoàng
Chapter 3:
Technologies For Teaching
And Learning L2 GRAMMAR
Technologies take places in the ongoing dispute over grammar teaching.

There also have been times the debates not only focused on the central question of if and when
grammar should be taught but also how it should be taught.

🡪 How grammar should be taught ?


Grammar explicit teaching: deductive teaching
Grammar implicit teaching: inductive teaching

This chapter discusses four technology-based pedagogies for L2 grammar:

1. Tutorial CALL,
2. Intelligent CALL (ICALL),
3. Data-driven Learning (DDL)
4. Computer-mediated communication (CMC).

🡪 We first describe their respective goals and SLA frameworks


https://youtu.be/0vPPJSbchjM

• Focus on context of use, language function, meaning, • Focus on the rules, linguistic point. Start from the
communication, situation rules -> practice
• Student-centered -> encourage autonomy • Teacher-centered
• Interpersonal interactions • Leaner – computer

🡪 Which approach to use?


- Age
- Grammar point
- Communicative person – inductive approach
- Test takers – deductive approach
1. Tutorial CALL
Repetition and immediate feedback in students’ space & time
A deductive approach
• Present the rules
• Learning activities: short-sentence practice, isolated grammatical forms – multiple
choices/fill-in-the-blank/match-or-rank/reassemble/ translate small chunks of text
Respond to learners’ error (process and evaluate)
• String matching
• Pattern mark-up
• Error anticipation
Example: A typical tutorial CALL exercise asking learners to give the correct word form
“Are you afraid of ___________ (to fly, fly, flying)?”
Learner response: to fly 🡪 System response: Wrong, try again!
Ex: Kahoot.com, https://interacty.me/
Limitations: the underlying algorithms are not scalable and cannot be anticipated.
2. Intelligent CALL ( ICALL)
ICALL relies on natural language processing (NLP), student modeling, and expert systems.

NLP techniques provide :


• informative & error-specific corrective feedback,
• instructional guidance, scaffolding
• information about the learner’s current interlanguage state

The learner’s information is recorded and maintained in student profiles constructs a student model.

Expert systems
• provide facts and rules about the language
• represent a rich source of linguistic
• guide & scaffold learning processes
• enable learners to query during task completion
• a comprehensive reference tool in learner-computer interactions

ICALL applications for L2 grammar teaching and learning

🡪 Categorized into 2 main categories: Intelligent Language Tutoring Systems (ILTSs) & Language tools.
2. Intelligent CALL ( ICALL)
Intelligent Language Tutoring Systems (ILTSs)

• an inductive approach to teaching and learning L2 grammar


• emphasize peer collaboration and interaction during a goal-oriented activity
• identify and interprets errors, correct learner input and generates appropriate, informative feedback by instructing the
learner as to the exact location and source of an error.
Examples of ILTSs used in regular L2 curricula:
• E-Tutor (Heift 2010) – German
• Robo-Sensei (Nagata 2009) - Japanese
• Tagarela (Amaral and Meurers 2011) - Portuguese.
EX: Grammarly.com
Language tools 🡪 Computer takes on the role of a tool
Examples:
• WERTi (Meurers) provides visually enhanced versions of web pages.
• The ESL Assistant (Gamon) proofreads and displays correction suggestions, allows users to compare their language
production with real-world examples
• Online dictionaries (Hamel)
• Grammar/spell checkers (Burston; Cowan)
• Morphological analyzers (ten Hacken and Tschichold; Wood)
3. Data Driven Learning (DDL)
Corpora has been applied in the late 1960s 🡪 accurately reflect actual language usage by
reference grammars and textbooks, not by invented examples.

DDL is a Corpus-based language teaching & research direction.


DDL is consistent with Usage-Based Grammar theory with 4 principles.
• Exposure to linguistic exemplars leads learners to gradually make generalizations and
create linguistic rules.
• Grammar and the lexicon are inextricably intertwined.
• Take into account choices that learners make among possible grammatical alternatives
rather than purely formal accuracy.
• The primacy of rich and salient target language input for language learning. (Corpora are
potential sources)

Recent DDL publications have presented new online corpus-based grammar resources
4.Computer-mediated Communication (CMC)
In the 1990s, the first attempts to use CMC for language teaching:
• Asynchronous (ACMC) email
• Synchronous (SCMC) chat

🡪 CMC rapidly expanded

Supporting elements:
• The interactionist theory (Chapelle 1998)
• The sociocultural theory (Thorne 2003).
• CMC increases participation and improved learner attitudes (Chun 1994; Kern 1995).
• CMC provides more planning time and more monitoring and revision opportunities to
learners
• Educators working within the sociocultural theory interested in interpersonal &
intercultural exchanges and have organized CMC (email, chat, audio, and video
conferencing) between language learners from different countries.
Chapter 4:
Technologies For Teaching And Learning L2
VOCABULARY
Including 5 parts:
1. A Memory-based Strategic Model For Vocabulary Learning
The fast advances in language technologies in the era of information technology have brought considerable opportunities for L2 vocabulary learning and teaching. They provide
2. A Framework For Categorizing Technology-Mediated L2 Vocabulary
inexhaustible language resources and a huge range of language learning software/applications which greatly facilitate how L2 vocabulary can be acquired.

Learning/Teaching
3. Lexical Tools + Lexical Applications
4. MAVL
5. Learner Training
1. A Memory-based Strategic Model For Vocabulary
Learning: How Many Essential Stages?
Internal Memory Processes External Memory Processes

1. Perceiving the word form 1. Discovering the new word

2. Assessing the word meaning 2. Obtaining the word meaning

3. Building the word entry 3. Mapping the word meaning with form

4. Retrieving the word 4. Consolidating the word


Two Types of Learning:
• Incidental learning – vocabulary can be acquired throught repeated

language exposure

• Intentional learning – making a deliberate learning effort to learn word

forms.
2. A Framework For Categorizing Technology-Mediated L2
Vocabulary Learning/Teaching

• A framework: to understand the mediation role of technologies on


language learning. (Ma, 2009)
• 3 Perspectives:
(1) the role of computer technologies;
(2) the incidental/intentional approaches to vocabulary acquisition;
(3) actual technology-mediated lexical applications or tools and their
impact on people’s social life.
3. Lexical Tools + Lexical Applications:
Two Types of Vocabulary Learning Technologies

Lexical Tools:
• provide the meaning or use
pattern of the target item.
Lexical Applications:
• provide the major platform -
combination of the meaning,
form and use of the item
🡪 complete the last 2 stages of L2
vocabulary learning.
Lexical Tools
1. E-dictionary: encountering new vocabulary items and access their

meaning. (Ex: Cambridge Dictionary, Longman Dictionary)

2. Open online resources: searching for meanings of unknown items

3. Lexcial concordancer: providing authenitic and valuable language data for

L2 learners and benefits their lexical learning in particular.


1. Technology-mediated incidental learning:
- limited to recognition only.
- implicit as there is little explicit attention to the forms of the lexical items
2. The Mobile Learning Community:
- focus on communication-oriented lexical tasks
🡪 learners pay more attention to the vocabulary forms (e.g., spelling or
pronunciation) than the previous incidental type of learning.
3. E-vocabulary lists/flashcards/exercises:
- Focus on vocabulary forms
4. Dedicated lexical application: 4 stages involved:
o meeting new items in context
o accessing the meaning via lexical tools
o mapping the word meaning and form
o receptive or productive use of the items
4. Mobile Assisted Vocabulary Learning (MAVL)
1. Definition: learning vocabulary via mobile devices and with mobility 🡪
the technology‐mediated incidental learning type
2. Application: via mobile phones, SMS or email. 🡪 Textual information
sent to students can be item-based or contextualized.
3. Disadvantage: learners as passive recipients of all lexical information.
4.1 Diverse MAVL Applications In Mobile
Learning/Teaching Environments
o Naismith et al. (2004) forecasted innovative learning and teaching
concepts 🡪 suitable for mobile learning/teaching environments,
including:
• Situated learning
• Collaborative learning
• Constructivist learning
• Informal and lifelong learning
• Burston (2014): almost 90% of the MALL studies take place outside of the
classroom 🡪 most types of MAVL activities belong to the informal and lifelong
categories.

Deliberate learning:vocabulary app to increase vocabulary size on a daily basis


Reactive learning: asking for the meaning of unknown word(s) encountered in a SMS
exchange or WhatsApp communication
Incidental learning: acquiring some L2 words through repeated exposure to online
videos, news, or songs

• Song and Fox (2008): almost two-fifths of all MALL resources (e-news,
videos, tools or tutors) belong to the category lexical tools: dictionary apps,
online dictionaries, translation websites/apps, or lexical concordancers.
4.2 Combining MAVL With CAVL
• The mobility of the learner rather than the mobile devices
🡪 should receive more focus when teachers design MAVL activities/tasks.

• Mobile technologies: connected to desktop technologies to form -


seamless learning and impact language learners’ informal learning
(Wong and Looi 2011).
4.3 Training And Self-regulating The Learner
For CAVL & MAVL
• How learners interact with CALL learning systems
🡪 directly influences the learning results (Chapelle and Mizuno 1989; Fischer
2007, 2012).
However:
• Learners do not inherently possess good knowledge and skills to tackle
CALL tasks effectively.
• Necessary training should be provided for them by teachers.
5. Learner Training
Reinders and Hubbard (2013): focus of providing learner training on:
• Better guidance of technology use, pedagogical training, and community building.
• Learners and teachers : be equipped with increasing degrees of technological autonomy 🡪
promote learner autonomy.
• Raising cognitive & metacognitive awareness of language learning.
• Creating more opportunities for learner-learner collaborative learning 🡪 facilitate
self-regulated learning.

For ex: Virtual Vocabulary Trainer (VVT) website for training university ESL
students.
Self-regulating The Learner
o Zimmerman (2000, 2011) proposed a three-phase framework for
capturing the dynamic and stage-like process of self-regulation:

1. Forethought phase
2. Execute and self-regulate the learning process
3. Reflection phase
Self-regulated training:
• facilitate student’s CAVL or MAVL
• focus more on their out-of-class, informal learning.
Mywordtools comprises 3 modules:

1. A learning map module: help L2 learners plan, monitor, and follow the
learning path recommended by the system .
2. A strategy construct module: introduce the 12 VLSs to learners
3. A strategy co-sharing module: enable learners to look up strategies 🡪
used by all the other users of the learning system.
Conclusion
Technologies-Mediated Vocabulary Learning Applications:
• Used in the CAVL or MAVL environment.
• Key role in teachers’ classroom teaching, planning, and learners’ informal outside
classroom learning.
• Selection + implementation process: balance implicit + explicit learning
opportunities, combine lexical tools with lexical applications.
• CAVL or MAVL developers: develop more applications, lexical tools and
concordancers 🡪 compatible with mobile learning.
GROUP 1:
• Chapter 3: Technologies For Teaching And
Learning L2 Grammar
• Chapter 4: Technologies For Teaching And
Learning L2 Vocabulary

THANK YOU !

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