Learner strategies in online language learning environments

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Learner strategies in online language learning
environments

• Mirjam Hauck
• Department of Languages
• m.hauck_at_open.ac.uk

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Outline

• Context
• Theoretical background
• Language learning strategies and CMC
• Learners online strategies
• Preliminary conclusions

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Context

• Good language learners demonstrated adeptness
  at matching strategies to the task they were
  working on, while the less successful language
  learners seemed to lack the meta-cognitive
  knowledge about task requirements needed to
  select appropriate strategies.
• Chamot (2001)

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Context

• Challenges arising in online language learning
• profusion of material
• cognitive overload
• technoliteracy needed
• different time structures
• new spatial/visual devices
• other learners unequal participation patterns
• anonymity of the environment
• netiquette
• need for teacher support
• (Hampel Lamy, 2007)

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Context

• How does the fact that communication is mediated
  via the computer impact on language learners
  strategy use?
• How do online language learners cope with the
  loss of embodiment?
• (Kress van Leeuwen, 2001)

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Theoretical background

• Importance of considering affective and social
  implications when using technologies for learning
• (Jones and Issroff, 2005)
• Traditionally a clear distinction between
  cognitive, social and emotional areas
• Social turn cognition social phenomenon
• (e.g. Lea Nicoll, 2002)

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Theoretical background

• CALL (computer assisted language learning)
• materials complement f2f teaching books,
  videos, etc.
• CMC (computer-mediated-communication)
• language learning in interaction
• Social turn in SLA (second language
  acquisition)
• a broader, socially informed and more
  sociolinguistically oriented SLA that does not
  exclude the more mainstream psycholinguistic one,
  but instead takes on board the complexity of
  context, the multi-layered nature of language and
  an expanded view of what acquisition entails
• (Block, 2003)

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Language learning strategies and CMC
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Language learning strategies and CMC
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audio-graphic conferencing and blogging
functionalities
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Learners online strategies
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Learners online strategies
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Learners online strategies
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Preliminary conclusions

• affective and social skills cannot simply be
  transferred from f2f settings to online
  environments
• online language learners cannot be expected to be
  competent users of the new media/to develop
  interaction strategies
• particularly true with regard to
  socio-environmental strategies
• need for strategy training
• direct, interventionist, de-contextualised
  methods
• indirect, integrated, contextualised methods
• will eventually allow learners
• to develop their learning strategy repertoires
  while learning the target language at the same
  time
• (Cohen, 1998)

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THANK YOU!

• Hauck, M. and Hampel, R. (in press)
• Strategies for Online Environments
• S. Hurd and T. Lewis (eds)
• Language Learning Strategies in Independent
  Settings Clevedon Multilingual Matters