Foundations of ICT In ELT

The Foundations of Information and Communication

Technology in English Language Teaching

a.k.a.I C T 4 E L T

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ICT4 ELT definition place of ICT in the modern world place in language education

– early days Dichotomy of practical application:

– in class use

– out of class use

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In class

Student activities– creative– communicative– discovery– presentation

Teacher demonstrations– presentation– instead of handouts

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Out of class

preparation– worksheets, activities

administration– course outlines, email

professional development– journals, discussion forums, lesson plans

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Language teaching

Three fundamental areas– Linguistic foundations– Language acquisition– Pedagogical application

ICT point of view

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Part 1. Linguistic principals Our understanding of language is being enhanced

by computers Enter the corpus modern dictionaries

– the place of vocabulary in LT– The Lexical Approach (Michael Lewis)

modern grammars– evidence of facts, patterns, choices

Lexicogrammar, the Idiom Principle (John Sinclair, et.al.)

Data Driven Learning (Tim Johns)

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Answering questions

What contexts is sibling used in? What is the standard order of knife, fork and

spoon? When is the way how to do something used? Where does the phrase to boldly go come

from, and how is it used? Do native speakers say that they

go into the nature? What words typically precede into the nature?

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Knowing a word Meanings

– and/or uses Pronunciation, spelling Context Collocation Connotation Complementation

– the grammar of vocabulary Domain, Pragmatic Function, Semantic Prosody,

Lexical Support Essential for productive use of language

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A word’s FRAME

Making passive vocabulary active– potential

• Something has the potential to do something

– enough• adj + enough to + inf

– to advance• 86% followed by reflexive pronoun

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MWUs: multi-word units phrasal verb: take off, step down, enter into modals: be about to, had better, be bound to compound noun: coffee table, step son, word family compound preposition: away from, regardless of, in comparison with fixed phrase: in the light of, open to suggestion, up up and away collocation: vivid imagination, irresistible temptation, little imp idiom: storm in a teacup, bull in a china shop quotation: much ado about nothing, couldn’t give a damn discourse marker: be that as it may, comparatively speaking, in other

words

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Domain

interval in the theatre, intermission in the cinema, half-time at sporting matches

How is this word used? not What does this word mean?

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Pragmatics

communicative function of vocabulary – really, admittedly, you– See Cobuild Dictionary margin notes.

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Learner Dictionaries

Frequency Illustrative sentences

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Corpus-based Grammars Longman Grammar of Spoken and Written English

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Error analysis

especially via learner corpora– Cambridge Learner Corpus

interlanguage can be defined teacher expectations useful to course writers

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Data Driven Learning

Training students to discover answers to their own questions– discovery learning

– strong synaptic connections

Tim Johns – Birmingham University– kibbitzers

an approach still in its infancy TALC conference The Compleat Lexical Tutor

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Part 2: Language acquisition

Native speaker vs. non-native speaker

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Native Speaker

NS has vast amounts of NS input Silent period

– the period during which children are processing HOW the language works – intake.

first attempts maked when ready – output.

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Non-native speaker

different input– different output

Silent period– forced

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Replicate FLA in SLA

Many attempts– e.g. Total Physical Response

ICT provides facilities in areas of– receptive skills (input)

• internet – spoken and written language

– interactive exercises (intake)• practice, immediate feedback, revision

– discovery activities (intake)• DDL: attested language

– production skills (output)• genuine communication

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Part 3. Pedagogical approaches

Vygotsky Bloom Task-Based Learning Communicative Language Teaching The Lexical Approach

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Computers and private study encourage a silent period

– Drilling-practice– Matching– Multiple choice – Short answer questions– Cloze and text reconstruction– Crosswords– Vocabulary games

ICT in “normal” textbooks – – “New Opportunities” (Jarek Krajka contributions).

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Sentence Grammar

unrelated sentences not ideal input (not FLA)

Written discourse:– articles, stories, reports, song lyrics, jokes,

anecdotes, film synopses

aural discourse – songs, news items, short videos

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Software packages

Free– Hot Potatoes

Commercial– Clarity

– Wida

Tens of thousands of interactive exercises etc on the web now. Make your own with:

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Web-based tools and facilities: Information dictionaries Compleat Lexical

Tutor Wordnet

lesson plans newspapers language courses film trailers

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Facilitates

remedial work extension work motivation independence collaboration

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Collaborative learning

Not private study, par excellence Teacher is not the sage on the stage The Philosophy as expressed in Moodle

1. Constructivism

2. Constructionism

3. Social Constructivism

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Collaborative learning (II) 1. Constructivism

– people actively construct new knowledge as they interact with their environment.

2. Constructionism– learning is particularly effective when constructing something

for others to experience. 3. Social Constructivism

– a social group constructing things for one another, collaboratively creating a small culture of shared artefacts with shared meanings.

– all facilitate this knowledge sharing, while programs facilitate communication.

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Web-based tools and facilities: Communication asynchronous

– email

– mailing lists

– learning management systems

synchronous– chat

• MSN, ICQ Skype – audio and visual

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Some examples

Tandem learning– Council of Europe (off line)– the ultimate No sage on the stage.

Keypals – the e-version of penpals. – No longer dependent on snail mail! Instant.

Webquests– task-based learning – concrete outcomes

Learning Management Systems

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Learning Management Systems

Nicenet Moodle Blackboard WebCT Ikarus MU IS

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Conclusion

Four skills Vocab and grammar Blended learning Short history

– Much activity

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Thank you for your attention

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The END

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Nicenet

introduction article in Nicenet you can read their philosophy free

– limitation – no uploading• enter free webspace e.g. Geocities, Sweb?

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Administrative tool

Contact with colleagues and students Teaching assistants

– Nicenet to organise this course.– For me it is pref to Yahoo Groups, although

there are things that YG can do that Nicenet can’t.

Provide students with links and documents

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Teaching tool

collaborative activities sharing each other’s writing

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Communication

students need opportunities for genuine language output

Synchronous vs. asynchronous– Time to consider your output– Knowing that it is going to be read, and

responded to.– Drafting, spell checkers

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Group tasks

to find errors in a text discuss characters in a dialogue write reaction to a newspaper article or a

news item, an issue, film, new CD, computer game, snowboarding incident, etc.

brief exchanges about something of current, local, topical interest such as quality of school dinners (a hot topic in UK at the moment – good tautology)

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Using Nicenet

Home Page Edit user info Class schedule assignments

Documents Messages