Optimal Psycholinguistic Environments for DFLL

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Optimal Psycholinguistic Environments for DFLL

• Presented by Edna and Tommy

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Introduction

• The role of methodological principles in the
  design of optimal L2 learning environments
• Special attention to use of technology to realize
  the MPs
• Rational for each principle
• How each principle informs choices among the
  technological options in DL

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Background

• The components of TBLT
• Careful planning
• Clear distinction between CALL and DL
• Integration of CALL does not sacrifice teachers
  observation of students and tasks
• DL is remote and primarily asynchronous
• DL program design must compensate for
  asynchronicity of communication

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MPs vs. Pedagogic Procedures

• Methodological principles
• TBLT evolves from a combination of interactional
  cognitive SLA theories
• TBLT is not SLA theory
• Theories are to make teaching efficient
• 10 MPs currently
• Based on long traditions and work

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MPs vs. PPs

• Pedagogic Procedures
• Choice among PPs
• Different PPs for different learners

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The distance learning context

• FLL succeeds without technology support
• Design principles underlie successful learning
• Consider which technology is appropriate in DL
  how MPs can be integrated

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TBLT for LCTLs

• Existing Resources
• Examples of TBLT-Like Materials
• Importance of Needs Analysis

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MP1 -Use Task, Not Text, as the Unit of Analysis

• Focus on task completion
• Tasks centered around texts
• Tasks centered around actual social interaction

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MP2- Promote Learning by Doing

• New knowledge is better integrated into long-term
  memory and more easily retrieved if tied to
  real-world events and activities (exercises de la
  vie pratique)
• TBLT students learn language through doing
  pedagogic tasks
• Example computer simulations of target
  environment and tasks

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MP3-Elaborate Input

• Genuine input
• Simplified input
• Elaborated input
• Achieve comparative levels among NNSs
• Clearly superior to simplification as a form of
  modification
• Example client checking into a hotel

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MP4-Provide Rich Input

• Learners need
• Elaborated texts (complex, rich input)
• Lots of them
• Texts derived from a broad range of target tasks
• Texts motivated by tasks of specific kinds a
  needs analysis has shown to be relevant
• Rich input linguistic complexity, quality,
  quantity, variety, genuineness, and relevance

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MP5-Encourage Inductive Chunk Learning

• The more or less hypothesis
• Tendency of superior L1 and L2 of children
• Morphemic level
• Learn the nitty gritty as chunks
• Tendency of adult learners
• Attend to meaning of chunks
• Difficulty recognizing the nitty gritty
• Teachers develop corpora relevant to tasks

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MP6-Focus on Form

• Input flood
• Input elaboration
• Input enhancement
• Corrective feedback on error
• Input processing

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MP7-Provide Negative Feedback

• Necessity of Negative Feedback
• Importance in language structure aspects
• Facilitative with certain classes of L2
  structures
• Challenge of Negative Feedback in DFLL
• Asynchronous environment
• Unclear of negative feedback form
• Need to shorten distance between triggering
  event and feedback
• Timing critical

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MP8-Respect Developmental Processes and Learner
Syllabuses

• Acquisition sequences do not reflect
  instructional sequences and teachability is
  constrained by learnability.
• Harmony between instruction and learners
  internal syllabus (natural developmental
  processes)

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MP9-Promote Co-Operative/ Collaborative Learning

• Positive effects come from co-operative,
  collaborative group work
• Also has been found with language learning
• Necessities
• Goals
• Avoidance of student dissatisfaction in DFFL

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MP10-Individualize Instruction

• Differences in goals, interests, motivation,
  cognitive style, and learning strategies
• Individualization in TBLT
• How it is achieved
• The role of technology in the process of
  achieving individualization

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Feedback From Forum

• Often the approach is to task or activity is to
  design an activity for a specific learning
  objective without consulting the learners
• I think CALL should be understood asboth
  language classroom-connected uses of technology
  and distance language learning
• LCTL tasks seem to be sort of mock activities of
  real world and controlled activities in which
  learners should follow the directions and solve
  the problems
• Using elaborated input initiallyand once
  students have achieved some level of
  fluencyexpose to various registers of genuine
  language
• I think Doughty and Long does not necessarily
  deny the importance of learners' access to
  authentic language input
• Before or after having them do a
  directions-giving task, why not provide them with
  a recording and transcript of fluent speakers
  doing the same task, so they can see what sort of
  language pops up

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Conclusion

• The 10 MPs of TBLT reflect an attempt to
  integrate interpretations of theory and research
  findings in SLA into a coherent design for the
  delivery of instruction