OPTIMAL PSYCHOLINGUISTIC ENVIRONMENTS FOR DISTANCE FOREIGN LANGUAGE LEARNING

IF 3.5 2区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Language Learning & Technology Pub Date : 2003-09-01 DOI:10.18999/FORIDS.23.35

C. Doughty, Michael H. Long

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引用次数: 426

Abstract

Rational choices among the numerous technological options available for foreign language teaching need to be based, in part, on psycholinguistic considerations. Which technological advances help create an optimal psycholinguistic environment for language learning, and which may be innovative but relatively unhelpful? One potential source of guidance is offered by the 10 methodological principles of Task-Based Language Teaching (TBLT; Long, 1985, and elsewhere), each realizable by a variety of pedagogic procedures. Interest in TBLT derives from several sources, including its responsiveness to learners' precisely specified communicative needs, the potential it offers for developing functional language proficiency without sacrificing grammatical accuracy, and its attempt to harmonize the way languages are taught with what SLA research has revealed about how they are learned. TBLT's 10 methodological principles are briefly defined and motivated, and illustrations provided of how the principles can inform choices among technological options in the particular case of distance learning for the less commonly taught languages.

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远距离外语学习的最佳心理语言环境

在众多可供外语教学的技术选择中，理性的选择需要部分地基于心理语言学的考虑。哪些技术进步有助于为语言学习创造最佳的心理语言环境，哪些可能是创新的，但相对没有帮助?一个潜在的指导来源是任务型语言教学(TBLT)的10个方法论原则;Long, 1985和其他地方)，每一个都可以通过各种教学过程实现。人们对任务型语言教学法的兴趣有几个来源，包括它对学习者精确指定的交际需求的响应，它在不牺牲语法准确性的情况下培养功能语言熟练程度的潜力，以及它试图使语言教学方式与二语习得研究揭示的语言学习方式相协调。本文对任务型教学的10项方法原则进行了简要的定义和阐述，并举例说明了这些原则如何在不太常用的语言远程学习的特殊情况下为技术选择提供依据。

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来源期刊

Language Learning & Technology Multiple-

自引率

2.60%

发文量

审稿时长

53 weeks

期刊介绍： Language Learning & Technology (LLT) is a fully-refereed, open journal which has been published exclusively online since July 1997. Published triannually (February, June, and October), the journal seeks to disseminate research to foreign and second language educators on issues related to technology and language education. The focus of LLT is not technology per se, but rather issues related to language learning and language teaching, and how they are affected or enhanced by the use of digital technologies. LLT has an editorial board of scholars in the fields of second language acquisition and computer-assisted language learning. Language Learning & Technology is currently sponsored and funded by the National Foreign Language Resource Center (NFLRC) and the Center for Language & Technology (CLT) at University of Hawai''i at Mānoa, and the Center for Open Educational Resources and Language Learning (COERLL) at the University of Texas at Austin. In its early beginnings, the journal started as a project sponsored by the NFLRC and the Center for Language Education and Research (CLEAR) at Michigan State University and co-sponsored by Apprentissage des Langues et Systèmes d''Information et de Communication (ALSIC), the Australian Technology Enhanced Language Learning Consortium (ATELL), the Center for Applied Linguistics (CAL), the Computer Assisted Language Instruction Consortium (CALICO), the European Association for Computer Assisted Language Learning (EUROCALL), the International Association for Language Learning Technology (IALLT), and the University of Minnesota Center for Advanced Research on Language Acquisition (CARLA).

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