interaction and output in SLA

Computer-MediatedCommunicationI.RoleofInteractionandOutputinSLAII.VirtualCommunicationtopromoteInteractionIII.AsynchronousCommunicationIV.SynchronousCommunicationVirtualCommunicationV.CollaborativeLearning-VI.VirtualCommunicationApplicationI.InteractionandOutputinSLA•InteractionandnegotiationofmeaningarecrucialforSLA•Whatisinvolvedin‘interaction’and‘negotiationofmeaning’?–Input–Output–CollaborationInput•Comprehensibleinputisnecessaryforlanguagelearning-learnersmustcomprehendthemeaningofthemessageiftheyaretointernalizeL2formsandstructuresNegotiationof/forMeaning•Whatisit?–Makingmodificationsofyouroutput/languageusesoastobeunderstood.–Theseareknownas‘interactionalmodifications•InteractionalmodificationshelpSLA–Theyhelpthelearnertoconsciouslyattendtoandmodifytheirlanguage/outputOutput•Output(producinglanguage)isalsonecessaryforlanguagelearning-OutputHypothesis(Swain,1985;1993,1995)•Enhancesfluency•Helps‘consciousnessraising’andpromotesaccuracy•Encourages‘hypothesistesting’-accuracy•Encouragesmetalinguisticawareness-explicitlydiscussingdoubts/questionsABOUTthelanguage-accuracySocialcollaboration/constructivism•Interactionallowslearnerstobecomefamiliarwiththetaskathand•Interactionallowsstudentstoobserveandadoptbehaviorsofmoreexperiencedlearners/teachers•Interactionallowslearnerstoco-constructknowledgeCMCcanpromoteInteraction•Allowsforplanning•Canpushlearnerstomakemoreinter-actionalmodificationsresultingincorrectforms•Promotesuseofmoreextended/complexdiscourse•Allowsforgreaterlevels/instancesofnoticing(thanoralcommunication)•HelpsincreasefluencyVirtualCommunicationtopromoteInteraction•CMC:–Lessthreateningthanface-to-face/in-classoralinteraction–Moreopportunitytonoticethegap/testhypotheses–Canincreasemetalinguisticawareness–Canpromotescaffolding–CanpromoteconstructionofideasVirtualCommunicationtopromoteInteraction•CMC:–PromotesMany-to-manycommunication–Canbetimeandplaceindependent–Promoteslong-distanceexchanges–Promotesstudent-centeredlearning(teacherisremoved)–(e.g.,Beauvois,1995,1997;Gonzalez-Bueno,1998Kelm,1996;Kern,1995;Warschauer,1996,1997;Warschauer&Kern,2000)AsynchronousCommunication-•E-mail-“keypals”orclassmates–(Fischer,1996;Robb,1996,Warschauer,1995)•Connectstudentstointernationalstudents•Istimeandplaceindependent•Providesacontextforauthenticcommunication•Inexpensiveandpractical•PromotescooperativelearningAsynchronouscommunication•E-mail–Groupexchanges(withinclass;fromclass-class)–One-on-oneexchanges(teacher-student,student-student,tandemexchange,student-nativespeaker)•Listservs&NewgroupsAsynchronouscommunication•Discussion/Conferencing–WebCT,Moodle(coursemanagementtools)•Encouragesincreasedlanguageproduction,longerandmorecomplexdiscourseUsingtheProductsofAsynchronousComm.•ReviewLogsofDiscussion/e-mailentries•Student‘metalinguistic’tasks-–Highlightnewvocabulary,vocabularyfromlesson–Circleincorrectgrammaticalorvocabularyusage.Group/pairworkto“correct”grammar/vocab•Observecertainculturalpractices,perspectives,products(ACTFLstandards)andmakecomparisonsAsynchronouscommunication•Listservs(forprofessionals)–Teachersexchangeinformationabouttexts,materials,teachingtechniques,learnerdifficulties/successes,etc.–Jointhelistserv-readingthearchives–Readtheguidelinesyou’llbesentbyjoining•PostamessageAsynchronouscommunication•ListservsorNewsGroups(forstudents)–Opportunityforstudentstoparticipateinanelectronicdiscussiongrouptoobtaininformation•Maybetask-related(awrittenororalprojectorassignment)orexploratoryinnatureAsynchronouscomm.resourcesfortheProfession–IECC-Howtofinde-pals(seeWebCTVirtualCommunicationresources)SynchronousCommunication•Chat-text–coursemanagementsoftware(WebCT,Moodle)–Networkedchatproducts(MSN,GoogleChat)•Informalinteraction-vocabandstyleofcommunicationinformal•Mayallowlearnersoppstopracticewhattheymaylatersayinaface-to-faceconv.SynchronousCommunication•Chat–text-based–Maybemoreefficientthanoralcommunication•Considertimeontask–Promotesmoreextensivecoverageofthetopic•Onetomany,vs.one-one•MSNAudioLinks,GoogleTalk–audio–Theseareone-onetools