1. “Technology aiding pedagogy in Language Teaching”

2. Language Acquisition vs Language Learning
Mother tongue is acquired through interaction and the environment that surrounds the learners.
Language learning is mostly grammatically oriented: tenses, rules, multiple choice exercises and so on and so forth.
The need to communicate paves the way for language acquisition to take place.
Language learning as seen today is the result of direct instruction in the rules of language.
Through exposure to the language and meaningful communication that a first language is acquired, without the need of systematic studies of any kind.
A student who has memorized the rules of the language may be able to succeed on a standardized test of English language but may not be able to speak or write correctly.
In order to acquire language, the learner needs a source of natural communication.
They can fill in the blanks on a grammar page. Research has shown, however, that knowing grammar rules does not necessarily result in good speaking or writing.

3. Effectiveness Quadrant
Core
Pedagogical principles standard-driven, blended language learning
Delivery of
a wide, rich range of delivery channels that feed the blend
Evaluation,
Monitoring, feedback and reporting processes to ensure learners’ success in meeting learning objectives and standards prescribed
Blend the optimal combination of delivery channels for meeting learner needs and achieving maximum results

4. Pedagogical Approach for Language teaching
The communicative approach
Language is a tool for communication, hence it is only natural that language teaching should also promote this
Theme-based learning
courses are organized by purpose, topics, or themes
Task-based learning
performing communicative and/or authentic tasks enhance learning
Skill-based learning
all language skills (Reading, Writing, Listening and Speaking) are taught simultaneously, simulating real life.

5. Technological aids for Pedagogy
Blended learning – combining online and offline materials provides more convenience, flexibility, and stimulation – for teachers and students
Adaptability – courses are created for specific audiences and purposes, and allow for modification to further suit specific needs
Contextualized learning – allows for a more natural and effective learning experience

6. Blended learning- Teacher intervention
The teacher can make use of standard curriculum and integrate them with powerful and contextual listening as well as voice based activities
The teacher can also use a variety of teaching content that exists outside the text book e.g. CD’s, Internet etc
This form of learning supports a modular structure which allows the teacher to expand study according to the teaching needs

7. Blended learning - Intervention where required
Teacher
Student
Group
Study 1200 offers all the possibilities for communicating
Teacher can use Talk or Discuss functionalities to give instructions to all students, to a specific group of student, or a single student.
Teacher can send messages and receive them from students
Chat can be allowed by teacher
Students may ask for help discretely by using call functionality
Teacher and students can discuss privately or teacher can set up pair or group Discussion
Entire Class
Talk / Discuss
Messages
Chat

8. Adaptability – Different strokes for different folks!
Divide students into color-coded sessions
and start different activities for the sessions

9. Adaptability - Access Policies
Strict policy
Open policy
The ideal way of keeping students focused on teacher's choice of webbased material!
Study 1200 Web browser activity contains all the functions of a standard browser, as well as additional features, which allow the teacher to control students’ navigation.
When beginning the lesson, the tutor can easily launch the internet browser and direct students to specific pages; this saves time and energy as writing the web addresses on blackboard is no longer necessary.
By using Web browser functionality teacher can launch web browsers for the students and browse the web while students’ browsers follow teacher’s web navigation (follow mode). Once the presentation is over, students can be left at a prescribed point to continue with independent study
The tutor can also create a list of denied or allowed web pages by using Web policy selection in Study Web browsing activity.

10. Contextual Learning
Deliver audio/video for the students using variety of different media sources
Tutor – teacher’s voice to students
Tutor PC – teacher’s computer
Student – model student’s voice to students
File – stream/copy/share files to students
External source – plugged into Tutor PC
Audio CD – PC CD drive
Video stream – DVD, VHS, file
Tutor player - file playback / control
In language teaching, all kinds of audio material is commonly used for advancing students ability to understand the spoken language.
A media source drop-down menu appears automatically on the left hand side of the tutor interface, when choosing an activity that might require a media source.
With Study 1200, the tutor can use several different media sources for spreading audio material for the students. For this purpose, the tutor can use audio or video files, CD’s, DVD’s, and any material coming from a device that is plugged into the tutor PC – for example a cassette recorder or MP3 player. Also teacher’s or model student’s voice can be used as a media source during different study activities.

11. Activity based Learning- Pedagogical tools
Self-Access
Web browsing
Tutoring
Listening comprehension
Discussion
Model imitation
Reading practice
Round table discussion
About the actual activities
By default, the students will be in Self-Access mode which allows students to work on a variety of different kind of files at their own pace
Study 1200 contains all the activities that are necessary for language teaching: Listening Comprehension, Discussion, Model Imitation,Reading Practice and Round table discussion. The selection of activities is made simple with a drop-down menu. Once the activity is selected, additional functions appear for example for pairing the students for a discussion, or choosing a media source for listening comprehension or model imitation.
In addition to specific activities for language teaching, Study 1200 contains activities that can be used not only in language teaching but also in teaching of any other subject in the curriculum:
Web browsing allows the teacher to direct students to specific web-pages and also define the pages that they cannot access.
On the Tutoring activity, the teacher’s or model student’s screen is transferred to students.
These features make Study 1200 a flexible, multipurpose tool for all the teachers of the school or institution.

12. Activity based Learning - Discussion
Teacher monitors discussions amongst students allowing them to express themselves in their own words rather than rehearsed speech

13. Activity based Learning- Reading Practice
This activity will help the students improve their proficiency by reading aloud.
This activity can be done individually without disturbing the whole class.

14. Activity based learning- Model imitation
The students can listen and repeat a model track that the teacher has transferred to them.
The model track for the session may be recorded by a teacher or a student

15. Individualized Learning- Sessions
Teachers can set up multiple sessions initiating different activities in each of these sessions.
In the self-access mode each student works independently.

16. Individualised Learning- Playlists
Teachers can specify file areas where individual students can access playlists for their self study and practice.

17. Individualised Learning- Recap
Allows students to revisit or replay an activity piece for further reference or clarification

18. Assessment and feedback
Instant assessment and feedback aids the teacher in understanding the “progress of the class” and decide on further interventions.

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