The Second Language Communication and Technology Presented by: Tahani Ibrahimkhan

ESL Student Communication with Teachers In most of second language classrooms in English institutions in Saudi Arabia, the communication between students and their teachers is rather shallow Teachers are more likely to follow textbooks in class time Teachers just provide students with homework related to the topic

The result As a result, the students do not learn enough realistic, whole language They are at a loss to communicate in the cultural of the new language “Language is interaction” an interpersonal activity, with a clear relationship to society

The benefit for exercise The exercise puts students in a real-world listening situation They have an opinion on the topic: class discussion could follow in the target language about their experiences and viewpoint communicative Some of the exercises ESL students may use: Blog Computer lap Sending an email Checking and replying to emails

Theories related to the issue Cultural Studies (Hall) Encoding Decoding Blogging in the classroom Symbolic Interactinism (Mead) Involves classroom communication patterns Affects students self concept, motivations and aspirations Teacher and student interaction The teacher’s role, is to encourage students to learn a new language

Integrating technology to the classroom Focus on learning how to use communications technologies and develop related foreign language materials Technologies to be explored include: presentation software, interactive multimedia, and the World Wide Web There are many advantages of using new technologies in the language classroom There are several different approaches for using the Internet to facilitate interaction within and across discourse communities: Computer-assisted classroom discussion Outside-of-class discussion

The benefit of electronic communication in the classroom Electronic communication within a single class might be viewed as an artificial substitute for face-to-face communication Computer-assisted discussion (CAD), encourages greater participation (CAD) enables students to mutually learn (CAD) allows more planning time It provides students with increased opportunities to communicate in the target language

Conclusion By using new technologies in the language classroom, we can better prepare students for international cross-cultural interactions The computer is a powerful tool for this process as it allows student access to online environments of international communication

Conclusion, continued Teachers in communicative classrooms will find themselves talking less and listening more, becoming active facilitators of their students’ learning. The teachers set up the exercise Teachers are acting as referee or monitor As a result of an increased responsibility to participate: students may find they gain confidence in using L2. Students are more responsible for their own learning

References Orellana,Enviado por.(2007).The Communicative Approach in English as a Foreign Language Teaching. Retrieved: December 01,200. Retrieved from website: http://www.monografias.com/trabajos18/the-communicative- approach/the-communicative-approach.shtml Ponterio,Bob. (2010). Integrating Technology in the Second Language Classroom. Retrieved: December 01,200. Retrieved from website: http://www.cortland.edu/flteach/mm-course/mm-syl.html Warschauer, M., & Meskill, C. (2000). Technology and second language learning. In J. Rosenthal (Ed.), Handbook of undergraduate second language education (pp. 303-318). Mahwah, New Jersey: Lawrence Erlbaum. Retrieved: December 01,200. Retrieved from website: http://www.gse.uci.edu/person/warschauer_m/tslt.html