Good Will Hunting, 1997
In the spirit of Good Will Hunting quoted at the beginning of this piece, one could argue without much difficulty that the technology of 1990 made self-directed efforts at L2 reading acquisition an easy matter for learners who had mastered basic learning strategies and had reliable Internet access.
Now, seventeen years later, the technological infrastructure for listening allows learners to do the same, but with an important difference: we have seen that the technology has in fact changed the definition of natively authentic listening tasks.
Those pursuing the listening skill now have a wider range of engaging scripts to work with at a variety of levels. That in turn provides the additional time on task required for listening.
Those who are both strategically and technologically prepared can direct their own learning, adjusting the process for their own styles and goals, all within the bounds of an experience that approaches the natively authentic and with less reliance on artificial scaffolding.
The rapid spread of technology (e.g. broadband connections, webcams, online communications, and collaborative software), along with a trickle-down technological proficiency from enthusiasts to everyday users, promises to broaden the notion of using the "raw" electronic world unmediated by pedagogical middlemen and is applicable to modalities beyond listening.
It takes little to dream up online self-directed activities such as mixed oral written chat groups, native spell-check grammar editing using both machine and live editing, or, even farther in the future, truly accurate self-directed phonetics practice.
For technologically proficient users who are also metacognitively aware, the horizons of task-based language learning are wide indeed.The challenge to the foreign language teacher is daunting but clear. Of those instructors who actively use technology, many control the tools at hand only to perform well-rehearsed procedures that have been laid out for them in detail. Few are in a position to advise their students on how to use the technology as a language learning enabler. Fewer still can quickly envision uses for a new "disruptive" technology. The challenge then is to enable our teachers to enable our students. And with such a wide range of technological progress among the ranks of our profession, that is no small task.
We should not, however, refrain from asking those entering the profession to give ever more thought to what we can do with off-the-shelf technology beyond ready-made pedagogical packages.
ARTÍCULO:
http://www.scribd.com/full/45848024?access_key=key-2o8ws0cebjhlpxjg8y7g
Now, seventeen years later, the technological infrastructure for listening allows learners to do the same, but with an important difference: we have seen that the technology has in fact changed the definition of natively authentic listening tasks.
Those pursuing the listening skill now have a wider range of engaging scripts to work with at a variety of levels. That in turn provides the additional time on task required for listening.
Those who are both strategically and technologically prepared can direct their own learning, adjusting the process for their own styles and goals, all within the bounds of an experience that approaches the natively authentic and with less reliance on artificial scaffolding.
The rapid spread of technology (e.g. broadband connections, webcams, online communications, and collaborative software), along with a trickle-down technological proficiency from enthusiasts to everyday users, promises to broaden the notion of using the "raw" electronic world unmediated by pedagogical middlemen and is applicable to modalities beyond listening.
It takes little to dream up online self-directed activities such as mixed oral written chat groups, native spell-check grammar editing using both machine and live editing, or, even farther in the future, truly accurate self-directed phonetics practice.
For technologically proficient users who are also metacognitively aware, the horizons of task-based language learning are wide indeed.The challenge to the foreign language teacher is daunting but clear. Of those instructors who actively use technology, many control the tools at hand only to perform well-rehearsed procedures that have been laid out for them in detail. Few are in a position to advise their students on how to use the technology as a language learning enabler. Fewer still can quickly envision uses for a new "disruptive" technology. The challenge then is to enable our teachers to enable our students. And with such a wide range of technological progress among the ranks of our profession, that is no small task.
We should not, however, refrain from asking those entering the profession to give ever more thought to what we can do with off-the-shelf technology beyond ready-made pedagogical packages.
ARTÍCULO:
http://www.scribd.com/full/45848024?access_key=key-2o8ws0cebjhlpxjg8y7g
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