ICT and MFL
Use of ICT to support autonomous language practice
Papers & Further reading |
Editorial reviews | Task for trainees
Using PowerPoint to develop pupils’
oral skills in modern foreign languages
Brandford, V., Wilson, R. (2003) Francophonie, 28, pp 18-24
It might be argued that the status of the spoken word in MFL secondary classrooms still is not equal to that of the written word. Work with the spoken word is customarily teacher-led in whole-class mode; the pupils can only reproduce what the teacher has said, often in a series of ‘lock-step’ activities. While the effectiveness of this method is not necessarily under question, the inability in the ordinary classroom environment to vary from this model perhaps ought to be.
This study investigates the effects on motivation and achievement of using
ICT-based materials to move beyond this “practice of basic patterns in closely
controlled exercises” (OfSTED 2002). Using data accrued via questionnaires
and observations of the modified learning processes the use of ICT has afforded,
the authors are able to conclude that, in spite of potential challenges
relating to teachers’ ICT expertise levels and control of Internet use,
outcomes were positive. Some pupils’ AT2 attainment measurably increased;
amongst the contributing factors, the opportunities for pupils to access
a wider variety of language models, and manage their learning more independently
of the teacher, stand out as particularly significant.
The use of Linkword Language
Computer Courses in a classroom situation: a case study at Rugby School
(pdf document)
Sommer, S., Gruneberg, M. (2002) Language Learning Journal, 26,
pp 48-53
This paper presents a case study of the implementation of a Linkword Language Course as a complementary learning aid to the standard classroom programme. The course consists of strategies for vocabulary acquisition and retention in familiar and new contexts using visual imagery and mnemonics, the keyword method. In the context of this Y8 French lower-attaining group, significant attainment and motivation progress was recorded. The article goes on to explore teacher resistance and even hostility to the method, in spite of evidence supporting the method as a viable complementary learning strategy for lower and higher attainers, for those with special needs related to dyslexic learning difficulties, and for less motivated pupils.
Speech technologies and
foreign language learning (pdf document)
Pachler, N. (2002) Language Learning Journal, 26, pg 54-61
This review article sets out to examine critically what one aspect of ICT, speech technologies, has to offer in terms of developing language skills independently of the teacher. It does so via review of one particular published product.
The author conducts a review of the contemporary capabilities of speech
recognition and speech synthesis technologies, and sets their performance
against the complex knowledge systems and cognitive processes required for
understanding and production of human speech, exposing considerable limitations
in the automated systems. In conclusion, computer-assisted language learning
is seen not to be able to replicate the dynamic and collaborative dialogue
between human teacher and student, nor can it achieve a sufficiently accurate
or complex level of feedback to operate as a formative development tool.
However, it can provide extra exposure to, and practice of, the target language
in the crucial stage between input and understanding, even if it cannot
participate in the processes which assimilate the second language into the
learner's own 'linguistic system' and his or her subsequent productive use
of it.
The benefits of language
laboratories for learning Japanese as a foreign language (pdf
document)
Danaher, M., Danaher, P. (1998) Language Learning Journal, 18,
pg 50-55
This article considers the pedagogical benefits of language laboratories for language learners. The authors argue that, although it may be seen as an anachronism from the audio-lingual era, the intensive drills and practice can assist students in the matter of coping with the spoken word issued by a range of speakers at normal speed, and in learning at their own pace by controlling the equipment. In this era of de-centring from the teacher and encouraging learner autonomy, this constitutes an important message. However, the authors' critique of what constitutes properly interactive learning, the limitations of technological solutions, and the fine line between 'individualised' learning and learner 'isolation' is a useful caveat.
Having researched student opinion, the authors conclude the advantages of the device can only be optimised and the potential drawbacks minimised by its appropriate and judicious use within a carefully designed and varied overall programme.
Since this article was written, several systems are now totally PC-based,
do not require the purchase of extra hardware, and allow real-time or delayed
communication between students and student and tutor. In addition to this
enhanced interactive capacity, administrative capacity for monitoring, recording
and assessment has also been developed.
