ED259 WEEK 4: Technology and the Four Skills

Hello all,

I am really excited to write this post because this week I am the discussion leader. So, as you can imagine, I am really interested in reading your responses and know your insights on the topic. As an advocator of the TBLT (Task Based Language Teaching), I had true interest in reading what Robert Blake had to say regarding the teaching of the four skills through CALL (Computer Assisted Language Learning). The truth is that after reading the article, I have the feeling that I learned a lot about it and now I am in the position of affirming that I drew very insightful conclusions. Let´s start from the beginning:

Robert Blake quotes Gass (1997) and states that that second language researchers tend to frame learning in terms of the opportunities to engage in interactions or to respond to communication breakdowns in ways that prime the language acquisition pump. However, Robert Blake points out, and we, as language instructors, can agree with him, that when it comes to evaluating the curricular design of any textbook, we attend to more traditional measures and ask if the four skills have been adequately addressed. Therefore, throughout the article, Robert Blake makes very good points on how we can target the four skills by using TBLT through CALL. Let´s review the points that were the most interesting for me and, at the same time, I will explain why they are noteworthy to highlight:

SPEAKING:

L2 speaking can be assisted by technology in thorough tutorial CALL and CMC (Computer Mediated Communication). While classroom instruction fundamentally fosters interactions and helps students to notice their gaps in L2 knowledge, tutorial CALL practice can facilitate memory storage of L2 phonemic and morphological contrasts as well as assist in lexical phrase retrieval.  Therefore, it can be REALLY useful for us, teacher, to promote the development of phonemic and morphological contrasts in the target language. We cannot disregard this matter.

In addition, Small group videoconferencing—for example, one instructor working with two or three students—can often evoke a more intensive speaking experience than sitting in class and responding only two or three times in an hour. This is something to take into account since speaking instruction can be seriously enhanced and boosted. Naturally, the instructor must prepare the conversational tasks ahead of time so that the students know exactly what to expect and be primed with the appropriate vocabulary and grammar needed to successfully bring the task to completion. It actually does not take that much time and can report multiple benefits.

LISTENING:

I am sure that all of us are somehow consumers of Youtube. In his article, Robert Blake points out that YouTube in particular, provides an unending source of authentic materials of varied genres that can be shaped into individual playlists under the control of the instructor. Hence, as instructors we can adapt pedagogically materials from this source or just select the appropriate videos to help our students acquire the target language by using CALL.

 

It goes without saying that, this public video collection puts a heavy burden on the instructor who needs to frame these materials linguistically and culturally in ways that will be meaningful for L2 learners. Nevertheless, it is worth including it.

READING:

L2 reading has been the skill that CALL research and practice has consistently highlighted. IF I am honest, it does not surprise me that much. It is not necessary to be an expert to notice that textual persistence in predominant in CALL. Thus, as language instructors, we can benefit from it big time.

WRITING:

As Robert Blake points out, for many instructors nowadays, writing offline on the computer is the only way to compose a text of any significant length. It may seem sad to realize that hand writing is less used every day. However, with respect to online writing, the Internet facilitates collaborative writing via electronic discussion forums, blogs, wikis, shared documents (e.g., Google docs), which can actually enhance the writing experience of L2 learners. We cannot blind ourselves to advances in technology. We, in fact, need to take advantage of it in order to foster the learning of our students.

CONCLUSIONS

Be competent in a target language means to be aware of the necessity of developing the 4 skills. Thus, it is NOT a matter of learning the grammar, but communicating effectively orally and in written language as much as understanding input through listening and reading. As instructors, we need to foster the development of TBLT activities. What do you guys think? Do you like TBLT? 

I hope to read from you. I look forward to knowing your point of view :)

Alexandra Lopez Vera