1. Classroom Language Teaching and Learning in the Era of Technology Wang Haixiao Nanjing University

2. Outline The “what”, “who” and “how” of language teaching and learningwhatwhohow What is technology doing? What is missing? Classroom teaching design

3. The “What” of Language Teaching and Learning What is to be taught and learned? – 能力 – 应用能力 – 英语应用能力 – 综合英语应用能力

4. 综合英语应用能力 Canale & Swain (1980) –Grammatical competence ( 语法能力 ) –Discourse competence ( 语篇能力 ) –Sociolinguistic competence ( 社会语言能力 ) –Strategic competence ( 策略能力 ) 前两者反映对语言系统自身的运用，后两 者与交际的功能有关。

5. Grammatical competence Knowledge of pronunciation and intonation Knowledge of words Knowledge of sentences

6. Discourse competence Cohesion and coherence Paragraph organization –Topic, development, conclusion Rhetorical organizations –E.g., narration, description, comparison, classification, argumentation, etc. Conventions governing conversations

7. Sociolinguistic competence How to do things with words –To exchange information, to manipulate others, to imagine Sensitivity –To differences in dialect and register, to naturalness, to cultural references, to figures of speech

8. Strategic competence Verbal and non-verbal strategies to compensate for breakdowns in communication and to enhance the rhetorical effect of utterances

9. Knowledge Structures Shared knowledge as prerequisite –General knowledge –Culture / subject specific knowledge

10. Who Are Learning? Age Intelligence and aptitude –1) phonetic coding ability; 2) grammatical sensitivity; 3) inductive ability Personalities and learning Styles Attitudes and motivations Learning needs

11. Learning Styles Concrete learning styles Analytical learning style Communicative learning style Authority-oriented learning style Field dependent vs. field independent

12. Attitudes and Motivation Stern’s classification of attitudes –Attitudes towards the community and people who speak the L2 –Attitudes towards learning the language concerned –Attitudes towards languages and language learning in general Gardner and Lambert: integrative and instrumental motivation

13. Personality Extroversion / introversion Social skills Inhibition

14. How Is Language Learned? Input, output and interaction Learning as construction Language learning strategies

15. Input The natural order hypothesis The comprehensible input hypothesis

16. Why Output? Output enhances fluency. Output promotes (gap) noticing (or consciousness raising), which may trigger new learning. (relating to accuracy) Producing output is one way of testing a hypothesis about comprehensibility or linguistic well-formedness. (relating to accuracy) Output serves a metalinguistic function. (relating to accuracy)

17. Why Output? In addition to speaking and writing, certain other competencies can only be acquired in interaction. Can help teachers to check students’ comprehension, and probably English learning in general. Help with motivation, setting the objective of learning as communication, rather than passing examinations.

18. Interaction Hypothesis Interaction as a stimulus for effective output Negotiation for meaning engenders acquisition. Modifications from interaction make input comprehensible. Feedback leads learners to modify their output.

19. –Learning as a student centered, active and constructive process –Learning is interactive –Learning is multidimensional –Learning is situated in real contexts Learning as Construction

20. Language Learning Strategies Memory strategies Cognitive strategies Compensation strategies Metacognitive strategies Affective strategies Social strategies

21. Memory strategies Creating mental linkages (for example, placing new words into a context) Applying images and sounds (for example, representing sounds in memory) Reviewing well (for example, structured reviewing) Employing action (for example, using physical response of sensation)

22. Practicing (for example using formulas and patterns) Receiving and sending messages (for example, focusing on the main idea of a message) Analyzing and reasoning (for example, analyzing expressions) Cognitive Strategies

23. Guessing intelligently (for example, using nonlinguistic clues to guess meaning) Overcoming limitations in speaking and writing (for example, using a circumlocution or synonym) Compensation Strategies

24. Metacognitive Strategies Centering one’s learning (for example, linking new information with already known material) Arranging and planning one’s learning (for example, setting goals and objectives) Evaluating one’s learning (for example, self-monitoring)

25. Affective Strategies Lowering one’s anxiety (for example, using music or laughter) Encouraging oneself (for example, rewarding yourself) Taking one’s emotional temperature (for example, discussing one’s feelings with someone else)

26. Social Strategies Asking questions (for example, asking for clarification or verification) Cooperating with others (for example, cooperating with proficient users of the new language) Empathizing with others (for example, developing cultural understanding)

27. What Is Technology Doing? Vocabulary knowledge Skills related to close reading Limited samples of oral communication Comprehensible input in rich context Drills in speaking

28. What Is Missing? Comprehensible output Interaction Content based practice in reading, writing, listening and speaking Learning strategies Sociolinguistic competence Strategic competence …

29. Classroom Teaching Design Approaches Teacher talk and student performance Class arrangement Control The use of technology

30. Classroom Teaching Design Approaches –The top-down approach –The bottom-up approach

31. Classroom Teaching Design ObjectivesProceduresMaterials & Techniques The top-down approach:

32. Classroom Teaching Design Teaching materials TreatmentObjectives The bottom-up approach:

33. Classroom Teaching Design Teacher talk –Giving information and explanation –Asking questions –Giving directions –Responding to students output –Modifying students output –Commenting on students output –…

34. Classroom Teaching Design Student performance –Note taking –Giving information –Recalling –Asking questions and giving answers –Offering opinions –Summarizing and synthesizing –Peer evaluation –Self-reflection –…

35. Classroom Teaching Design Class arrangement –Class as a whole –Class as individuals –Pair work –Groups of 3 or more –Teacher vs. student(s) –Student(s) vs. student(s) –…

36. Classroom Teaching Design Control –Controlled vs. free or spontaneous –Timed vs. untimed –Definite or indefinite results

37. Classroom Teaching Design The use of technology in a broad sense –Chalk and board –Paper and pencil –Overhead projector

38. Sample Classroom Activities (1) Asking questions for different purposes –Arousing interest –Bringing up background information –Understanding the main idea –Understanding details –Understanding implied meanings –Drawing conclusions –Applying to new situations

39. Sample Classroom Activities (2) Recalling –Read a paragraph and recall the main content with the help of flow charts –Listen to a paragraph, take notes, and then recall the main content with the help of key words –Compose questions and recall with the help of the questions

40. Sample Classroom Activities (3) Modeling –Modeling sentences –Modeling paragraphs –Modeling passages

41. Sample Classroom Activities (4) Rearranging –Words and phrases from a sentence –Sentences from a paragraph –Paragraphs from a passage

42. Sample Classroom Activities (5) Blank filling –Articles –Pronouns –Prepositions –Conjunctions –Other Discourse connectors – …

43. Sample Classroom Activities (6) Transformation –Translation –Sentence transformation –Turning an argumentation into a dialogue –Turning a narration into a play

44. Sample Classroom Activities (7) Fast reading –Passage reading –Scanning for specific information –Spot the odd one out –Matching

45. Sample Classroom Activities (8) Evaluation –Performance evaluation with focus on task –Peer evaluation as language learning –Peer and self evaluation as consciousness raising and strategy learning