The
Effectiveness of Information Technology in Second Language Acquisition
Margo Smith
The beginning Spanish class is silent. The teacher is in the front of the
classroom. He turns to the chalkboard
and writes for a few moments. He turns
back to face the class and he says, “Everyone repeat after me, gozo”. Hesitantly, a handful of the class repeats
‘gozo’ but it is not with the enthusiasm that the teacher produced, nor
is what he expected. “One more time
class, a little bit louder, and everyone say it okay? Gozo”. Once again the same few students repeat the
after the teacher and the lesson proceeds on. The class ends and the teacher feels
unsatisfied that the students are internalizing and retaining the information
presented to them.
Class does not have to be this way
any longer in today’s advanced technological society. That information technology (IT) has grown
and becoming more readily accessible gives the second language teacher an
opportunity to make learning a second language more fun and adaptable to real
life. The media is being utilized more
than ever to help second language learners really internalize and learn to use
the target language. Among the media
aids are computers, television and VHS, and the combination of the two,
DVD. This paper will measure the
effectiveness of media technology in second language acquisition compared to a
second language acquisition theory.
This theory has three main parts: first, meaning; second, language; and
third, use. The first section of this
paper will explain the language acquisition model that will become a basis for
evaluation of IT. The second through
forth sections will deal with the various modes in which information technology
can be manipulated in the classroom, and the fifth section will be an
evaluation of the technology compared to the second acquisition model.
1. Second Language Acquisition . Second language acquisition theories have changed and evolved over the years as information about neuroscience has increased. The language model that will be used here is based on Krashen’s (1999) model of language acquisition, which is used to explain the relationship between input to the listener and output from the listener.
Table 1. An adaptation of Krashen’s theory of language acquisition.
Compre-hended input Intake Noticed
Input
OUTPUT
Here, noticed input is anything that
is recognized as foreign or new information by the brain. This input is not understood but is noticed
as input that is new and unfamiliar.
For example, a non- native speaker of English might hear the word
‘puppy’ and recognize it as a new word but will not know the definition or be
able to picture what a puppy is. The
next phase then is comprehended input.
Comprehended input is past the noticed stage because the word is
familiar and recognizable as a word that has been heard before. During this stage however, the word may not
have a picture meaning and of definition until the intake stage is reached. When intake of a word occurs, the word is
recognized, comprehended and then has a meaning or picture attached to this
word. The listener is able to
internalize what is being uttered. Once
the word is internalized, it can be produced if necessary. Cummins (2000) simplified this model in his
article titled Academic Language Learning, Transformative Pedagogy, and
Information Technology: Towards a critical balance.
Table 2. Instruction for Language Learning and Academic Success
Meaning Language Use
- Making input - Awareness of language - Generate new
Comprehensible forms and uses knowledge
- Developing critical - Critical analysis of language - Create art and
Literacy forms and uses literature
- Act on social realities
This is a simplified version of Krashen’s model of language
acquisition that was presented earlier.
Meaning relates to the noticed input box. Language relates to the comprehended input
box, and use relates to intake and output.
2. Manipulating the Media for good.
There is much to be said about how the IT can be applies in the
classroom and there are many benefits to using the media as will be shown
here. What media is available for classroom
use and how effective is it? Because
there are so many different types of IT, only two will be discussed here,
namely computers and television and video.
2.1.Tradidtional use of computers. Computers offer a wide variety of opportunities to communicate with
people all over the world. Chat rooms
can foster human-to-human communication as a means for developing literacy and
communication skills. In a normal
classroom setting, there are students who are outgoing and will try new things
in the target language. On the other
hand, there are some more timid students
who do not like to be asked to interact
and practice the language in traditional
face to face conversation styles.
For example, talking about ESL students, Warchauer (1996) suggests that
The
background of certain ESL students may have an adverse effect on their ability
or willingness to participate in face-to-face conversation. Nevertheless, when learners are engaged
online, the effect of the differences are minimalized, which is realized in
even more participation. (177)
Even learners who are more shy than other students can
develop confidence when talking online.
There is no face-to-face intimidation yet communication goals and
experiences are being created. Also,
with online communication, students have more time to think about and process
the information given to them. Kelm
(1992) found that because of the additional lag time between turns, users were
afforded time to edit and reflect on the conversation at hand; hence, even
usually non-participatory students became frequent contributors in online
discussions (cf. Kroonenberg & Chun, 172).
Chat rooms allow time to process and internalize what is being said to
prepare for future face to face contact.
Chat rooms also allow time for revision and reflection of the
conversation and its various dimensions.
Electronic
mail (e-mail) is a similar situation to that of chat rooms except for the fact
that, unlike chat rooms, students have additional time to read, process, and
translate the material that was sent to them.
With e-mails, learners are able to print the information in the target
language and go back and look up unfamiliar vocabulary words in the dictionary
if necessary. E-mails can be used in
classroom discussion and are an excellent way to introduce new, less formal
vocabulary. There are also
opportunities for e-pals which is an online email or chat room friend. For example, a German teacher can log on to
www.german.about.com, connect to the “for teachers” section, and find other
classrooms that are practicing the same material and find students who want to
be e-pals (December 10, 2001). By using
computers in these ways, the students are not only improving their skills in
using modern technology but practicing the target language as well.
Besides chat
rooms and e-mails, there are a variety of programs that can be installed on a
personal computer. Specific programs
will not be endorsed here. Check a local
retailer for details.
3. TELEVISIONS AND VCR. Televisions equip with a VCR specifically
designed for VHS are another handy classroom tool. Videos about syntax, vocabulary, semantics,
and pragmactics that are inclusive of culture are available in many languages.
In
addition to being a context-rich source of cultural data, Vogely (1998)
emphasizes that for some neuroscientists (Fisk &Taylor, 1984; Nishal &
Ross 1980) concrete visual images exercise the most potential influence on
learners’ behavior (519).
Students are not only able to hear the language, but see it
used in a wide variety of contexts and real- life situations. When used in correlation with vocabulary
pre-conditioning and question conditioning, videos were more effective in
aiding comprehension and retention when compared to a strictly oral lecture
(388).
4. DVD:
Computers Plus VHS. The most recent addition to IT in language
learning is the use of DVD. DVDs combine
the ease and visual clarity of computers with
an improved VHS format. “DVD is
the most successful consumer product in history and seems to have the potential
to provide a universal platform for the delivery of interactive video and audio
on a scale heretofore impossible for educational psychology” (CALICO, 2000).
This is a relatively new industry with lots of research to still be done. In 1995, Masami Sato of the Sakura Institute
of Research said, “DVDs will even replace VHS as the most popular movie medium,
and will replace computer CD-ROM disks, hard disks, and diskettes as data
storage peripherals” (Chun, V. 1995).
In the same article were presented nine characteristics of DVDs that are
appealing to second language classroom teachers. Not all of the nine points will be discussed
in detail, but they are worth mentioning.
The benefits of DVD are: 1. physical size, 2. durability, 3.
audio-visual quality, 4. world-wide compatibility, 5. backward compatibility,
6. eight sound tracks, 7. thriy-two subtitle channels, 8. programmable
censoring, 9. special interactive features, for example, slow motion, freeze
frame, random-access viewing, multiple camera angles, and multiple movie
endings. That was six years ago and
where is the industry now?
Since then, there has been an
increase implementation of the ideas mentioned above. From www.multilingualbooks.com comes a DVD
called EuroTalk that is aimed at learning languages. On this DVD there are videos, games, and
quizzes. One can create his/her own
video by recording his/her own voice on to a movie. The reviews and critiques of this program
are excellent! Newspapers such as The
Guardian, Macworld, and Computeractive all had excellent things to say about these
programs. This particular program offers
DVDs in German, Italian, Spanish, English, and many other languages. Prices start at about $69.95 and are
predicted to drop as the demand rises.
Current programs are forward and
backward compatible meaning that any certain clips or sections of the DVD can
be isolated quickly and efficiently.
Rewinding and cueing will not be a
hassle any more. DVDs will also
offer movies recorded in as many as eight languages which will provide more
pedagogical options for the teacher.
Teachers will also be able to program DVD players to show either G, PG,
PG-13, R, or NC-17 versions of the same movie.
With a digital code, teachers (and parents) will be able to lock in or
lock out selected ratings. Plus, with
random access viewing possibilities, students will have clearer and more stable
freeze-frame and slow motion replays.
Language will be slowed enough so that it can be repeated until correct
pronunciation and comprehension is
achieved. The educational aspects of
the DVD are up to the teacher and the imagination. The possibilities really are endless.
5. THE
COMPARISON. With a basic
understanding of IT and how it may be used in the classroom, a comparison
between the language acquisition model previously presented and IT can be
evaluated to see which part of IT is most useful for the classroom. First of all, meaning. As previously discussed (see table 2) meaning
has to do with making input comprehensible and developing literacy. Comparatively speaking computers, the chat
room provides an excellent opportunity to develop skills in reading and writing
because of the nature of chat rooms, both reading and writing skills are essential. However, the amount of comprehended input
that is available depends on a few things. In a chat room if there is one
native speaker of the target language and one non-native speaker, the amount of
comprehended input will be determined by the awareness of the native speaker to
his/her non-native speaker counterpart.
If the native speaker of the target language realizes that the chat room
partner is less fluent than himself, hopefully he will adjust his speech to
adapt to the needs of the non-native speaker.
Either way however, by having to read and type in the chat room literacy
skills are greatly increased and students become better reader and writers, not
hearers and speakers only.
Emails offer similar experiences
while also providing additional time to read and understand the text. Students who receive e-mails can benefit
each other by reading the e-mails out loud, like story telling time. In this manner, the same literacy and input
goals for meaning will be met. DVDs
seem to be the new genre emerging that will take meaning, use and language to
the next level. Though television and
videos do not help in developing literacy skills, they do provide
comprehensible input for the student.
Teachers need to be wise in choosing what kind of videos will be
presented so that the text is does not exceed the comprehension of the
student. Being able to pick the right
video for the level of the students is a major advantage of the teacher.
Awareness of
language and it forms and uses can be discovered when using computers in a
classroom setting. Traditionally,
language that is taught in a classroom situation is more formal and stiff than
everyday speech. By using chat rooms and
e-mails, additional language forms and uses can be introduced through basic
conversations and in a specific context.
A critical analysis of these forms and uses can be an invigorating
classroom discussion. Televisions and
movies (VCRs) can be viewed time and time again to understand why certain types
of language are used in certain contexts.
They can talk about alternatives speech styles and utterances in the
context that they see.
Finally,
computers are can use language to generate new knowledge simply by the diverse
vocabulary that will be used. New
knowledge will emerge not only about language, but about using computers and
information systems in general as well.
Creating literature and art with computers is a more difficult concept
to apply. As far as chat rooms and
e-mail are concerned, there is not a lot of opportunity to develop these
specific areas.
“By
creating a multi-media approach to any particular language program the
instructor can be assured of exposing students to different learning techniques
so that they are able to find one or a combination of several that work best
for their own needs” (2000).
Videos allow more of
an opportunity by being able to watch videos about these specific topics and
then actually experimenting with them in the classroom. Being able to act on social realities can be
achieved through the use of chat rooms and e-mail. Friends can be made while learning and
practicing in the target language.
Students have the opportunity to be social with out the face-to-face
intimidation factor. Cummins (2000)
said
Educational
applications of IT should be judged not only by the extent to which they
transmit information and increase skills; equally relevant are the social
purposes to which these skills and information will be applied. Specifically, IT can and should be employed to
develop insight among students about human relationships at both individual and
societal levels and to increase students linguistic and intellectual power to
effect positive changes in these human relationships. (540)
Acting on social realities will hopefully
be a skill that the students will apply outside of the classroom as well as
inside of the classroom and in the world.
In conclusion, utilizing and
manipulating information technology will only help the second language learner
and make the experience fun and exciting.
On the other hand, no matter how much information technology is
employed, nothing will ever replace the importance of practice in learning a
second language. Using the computer and
television are simply aids that will foster interest in the language, not
replace the need for experience in the language. Computers are helpful to aid the student who
may not feel confident in his/her ability to perform in real-life experiences. Bu using chat rooms and e-mails, students are
able to develop critical literacy skills while having additional time
internalize and review the conversation.
Videos are effective because of the repetition involved. Teachers are also able to pick the level of
difficulty for the students to listen to.
Therefore, if utilized and manipulated correctly, information technology
can be of great benefit to help the second language learner understand and
internalize the target language and prepare to use it in real life
contexts.
6. Areas of Further Study. Given more time and monetary resources, I
would like to investigate further the effects of IT on second language
acquisition by purchasing some of the programs and actually trying them out,
especially the DVD programs. There is
much work to be done in following a sample group of individuals and tracking
their progress in second language learning when using IT. I would also like to do more work on what
specific kinds of visual aids are most helpful. For example, are real people
more effective than cartoons? What age groups are most receptive to IT and
language learning? These would be my
areas of focus.
APPENDIX A
Included in this appendix
are print outs of internet articles and their references that I thought might
be beneficial in addition to the body of the text. The URL and dates that I accessed these
articles are on bottom of the articles themselves. Some of the information I copy and pasted
onto a word document but preserved the original source as best that I
could.
References
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classroom (rev). The Canadian modern
language review 57 (4): June 2001.
Cole, S,
Cathleen Corrie, Carroll Herron & Sebastian Pubreil 1999. Foreign
Language Annals 83 (4) winter: 518-533.
Cole, S.,
Julia Hauley & Carroll Herron. 1995. A comparison of two advanced organizers
for introductory beginning foreign language students to video. Foreign Language Annals 79 (3) Autumn:
387-395.
Cummins,
J. 2000. Academic language learning,
transformative pedagogy and information technology: towards a critical balance.
TESOL quarterly,34(3) Autumn: 537-548.
Chun,
D. 1994. Using computer networking to
facilitate the acquisition of interactive competence. System 22: 17-31.
Chun,Vernon.
1996.DVD: A new medium
for language classrooms?
http://www.langue.hyper.chuba.ac.jp/.
Accessed 10. December 2001.
Freiermuth, Mark. 2000. Native
speakers or non-native speakers: who has the floor?
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Kroonenberg,
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via electronic mail. TESOL Journal
4: 24-27
Multilingual
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Warchauer,
M. 1996. Comparing face-to-face and
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7-26
2001. http://www.german.about.com/ Accessed 10. December 2001.
2001.
http://www.geocities.com/CollegePark/Classroom/1930/Journal/
May2000/Eynon-Enhancing.html Accessed
10. December 2001.