By Paul Gruba
This e-book introduces an technique for making principled judgements in regards to the use of applied sciences particularly in utilized Linguistics. The examine is grounded within the becoming region of 'blended studying' that seeks to mix face-to-face guide with online-based interactions to checklist scholars utilizing a overseas language productively.
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Additional resources for Blending Technologies in Second Language Classrooms
32 Blending Technologies in Second Language Classrooms written about task design, and instructional activities, throughout a range of second language research, teaching and learning contexts (see, for example, Ellis, 2003; Nunan, 2004; Samuda & Bygate, 2008; van den Branden, 2006; Willis & Willis, 2007). Task design has also been a focus for Internet-based environments (Corbel, Gruba & Enright, 2002; Skehan, 2003; Ganem-Gutierrez, 2003; Thomas & Reindeers, 2010). A recent proposed working definition of a second language pedagogical task provides a springboard for discussion of the role of task in blended learning: A task is a holistic activity which engages language use in order to achieve some non-linguistic outcome while meeting a linguistic challenge, with the overall aim of promoting language learning, through process or product or both (Samuda & Bygate, 2008, p.
Institutional leaders value blended approaches and, accordingly, make available long-term resources. Fluctuations in resource allocations do not significantly disrupt integrations. Within the same program, the blended approaches can occur and recur year after year, due to low time/monetary resource requirements. Blended approaches can be moved and adapted to other institutions with similar teaching teams and educational settings. The teaching team responsible for integration has long-term commitment to the institution.
In this way, interactive actions differ from adaptive or communicative technologies in that the learning takes place through exploration. Adaptive actions An adaptive action involves making use of technologies that can be modified to fit the learners’ level or interests. For teachers, ‘modelling’ is a primary form of pedagogical adaptations; for learners, ‘practice’ and ‘simulation’ are the primary forms of action (Laurillard, 2002). Adaptive actions may also take place, for example, when students engage in role plays and games, for example, that are cooperative, puzzle-solving, exploratory and adventurous (Westecott, 2003; Thorne & Reinhardt, 2008).
Blending Technologies in Second Language Classrooms by Paul Gruba