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USINGINSTRUCTIONAL TECHNOLOGIESINTASK-BASED
LANGUAGE TEACHING

• BY
• MARAT SANATULLOV, PH.D.
• Wichita State University, Kansas, U.S.A.
• marat.sanatullov_at_wichita.edu
• ELVIRA SANATULLOVA-ALLISON, PH.D.
• State University Of New York College at Potsdam,
  New York, U.S.A.
• sanatue_at_potsdam.edu

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COGNITIVE APPROACH

• Promotion and use of learning and teaching
  strategies that reflect the way knowledge is
  organized in the human brain should be a language
  teachers major aim. Understanding specific
  processes of human cognition helps the teacher
  understand the fundamentals of human learning
  and, thereby, how to build and improve
  instruction. The inter-relatedness of the
  processes of acquisition, transfer, and retention
  of information in the mechanism of human learning
  emphasizes the importance of the relationship
  between teaching and assessment, language
  acquisition and language production, previous
  knowledge and new information in the
  instructional practices.

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Blooms TaxonomyOfCognitive Development
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Information Processing

• SLA is seen as the building up of knowledge
  systems that can eventually be called on
  automatically for speaking and understanding. At
  first, learners have to pay attention to any
  aspect of the language which they are trying to
  understand or produce. Gradually, through
  experience and practice, learners become able to
  use certain parts of their knowledge so quickly
  and automatically that the are not even aware
  that they are doing it. This frees them to focus
  on other aspects of the language which, in turn,
  gradually become automatic (McLaughlin, 1987).
  Practice, in this context, is not seen as
  something mechanical, but rather as something
  involving effort on the part of the learner.

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Constructivism

• It promotes the view of learning as a
  constructive and reconstructive process. It
  emphasizes the learners active role in
  constructing their own knowledge through both
  individual and social activity and interactions.
  The aim of constructivist teaching is not so
  much to transmit information as to encourage
  knowledge formation and metacognitive processes
  for judging, organizing, and acquiring new
  information (Bruning, Schraw, Ronning, 1999).
  Vygotskys Zone of Proximal Development as an
  example of his dialectical constructivism is one
  of the most powerful concepts of mutual influence
  between the cognitive and social aspects of human
  cognition.

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Connectionism

• It attributes great importance to the role
  of the environment in language learning arguing
  that learners gradually build up their knowledge
  of language through exposure to thousands of
  instances of the linguistic features they
  eventually learn. Language is viewed as a complex
  system of units which become inter-connected in
  the mind as they are encountered together. The
  more units are heard or seen together, the more
  likely it is that the presence of one will lead
  to the activation of the other.

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INTER-DISCIPLINARY APPROACH

• Movement in the profession from the emphasis
  on particular methods of language teaching toward
  a proficiency- and performance-oriented
  instruction, curriculum, and assessment that
  define learners language ability in terms of
  functions, contexts/contents, and accuracy (Buck,
  Byrnes, Thompson, 1989) helps language teachers
  to skillfully organize their instruction based on
  what language learners should know and can do
  with the target language on different levels of
  proficiency, in the integration of skills of
  listening, speaking, reading, and writing, and in
  different goal areas such as Communication,
  Cultures, Connections, Comparisons, and
  Communities (Standards for Foreign Language
  Learning Preparing for the 21st Century,
  American Council on the Teaching of Foreign
  Languages).

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EDUCATIONAL TECHNOLOGIES

• Furthermore, research and practice have
  shown that teachers knowledgeable use of
  educational technologies in the language
  classroom can contribute to enhance input
  processing by bringing context into language
  teaching (Shrum Glisan, 2000). Moreover,
  according to Garrett (1991), technology enhanced
  language learning and teaching allows for further
  integration of language, literature, and culture.
  In our second/foreign language methodology
  courses we use PowerPoint and HyperStudio
  multimedia programs as well as a web design
  program Dreamweaver 4 and Inspiration software in
  order to create activities and materials that
  relate language learning to other disciplines,
  academic content, and to the world at large.
  These programs have become common tools in
  language learning and language teacher
  preparation programs (Pusack Otto, 1997).

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PowerPoint

• PowerPoint can enable a language teacher to
  integrate authentic text, such as a song, into
  second/foreign language instruction. Through
  coordination of text, image, and sound,
  PowerPoint can enhance information processing and
  make the language input comprehensible. For
  example, in our presentation of a French song, we
  made the lyrics appear right before or after
  students could hear them. Words and lines appear
  one after another instead of the whole text
  immediately, which leads to the use of both
  reading and listening skills. Color-coded endings
  and key words can increase the attention to
  specific grammar points studied. Images
  illustrating the content of the song are to
  enhance learners comprehension of the lyrics of
  the song in a context. Contextualized and
  meaningful input, opportunities to actively
  process natural and authentic language are more
  effective for language learning than a mere
  exposure to exercises that focus on structure
  alone.

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HyperStudio

• HyperStudio technology allows a language
  teacher to integrate a story-based approach into
  teaching listening, speaking, reading, and
  writing skills, vocabulary, and grammar in the
  classroom or independently. In our HyperStudio
  adaptation of Alexandre Dumas story Les Trois
  Mousquetaires, students can click on the
  pictures to listen to the descriptions and
  presentations of the characters pre-recorded by
  the teacher. Students can also record or write
  multiple times their answers to the questions
  asked by the narrator and the characters and
  receive immediate oral and written
  evaluation/feedback of their answers with
  True/False statements or written and oral
  correct answers prepared in advance by the
  teacher. Manipulation of pictures to reconstruct
  the plot of the story, guessing, summarization,
  and problem-solving situations of the activity
  are to develop students higher-thinking skills.
  The program pushes language learners to use the
  language as much as possible, which develops
  their inter-language and fosters language
  acquisition (Swain, 1985). Pre-modified input
  allows the teacher to develop specific features
  in learners inter-language (Ellis He, 1999)
  and examine the relationship between language
  items contained in multi-media delivered input
  and those recalled and reused by students during
  the completion of the task (Brett, 1998).

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Inspiration

• Inspiration software provides language
  teachers with the tools to create and develop
  their instructional ideas Inspirations
  combination of visual and linear thinking deepens
  understanding of concepts, increases memory
  retention, develops organizational skills and
  taps creativity (Inspiration Version 6. Getting
  Started). Diagrams and outlines, concept and idea
  maps, webs and storyboards are some of the
  Inspiration tools that can activate student
  thinking in different ways. For example, in our
  interdisciplinary thematic unit French Family
  we used Inspiration to teach family relationships
  and new related vocabulary to middle school
  language learners. Integrated text, visuals, and
  colors can increase the comprehensibility of the
  structure and the quantity and quality of
  learning.

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