I agree with the point that virtual environment does benefit to second language learning, especially for the reduction of anxiety when communicate with native speakers or speak in an open environment.
I am a second language learner and I used to be an English teacher, I find that most English learners in mainland have great anxiety when speaking English, especially speak in public. This is a common phenomenon and I think most second language learners have such kind of experience. As a student who wants to be a future teacher, if the teaching environment permits, I’d like to lead students to learn second language in the virtual environment. If face-to-face communication makes students feel anxious, why not provide an environment which can make them feel more relaxing.
Class discussion on-line, chat-room, and e-mail with native speakers are all good way to increase their opportunities to participate in communication and language production. Keeping sending e-mails with native speakers can help students improve their writing skills, since you always write something or discuss something in more formal language with each other. Before sending the e-mail, you have plenty time to think over your choice of words, the native speakers can also check the correctness of you sentences. Communicating in chat-room or MSN on-line can help students improve their abilities in language fluency. Since most on-line language is informal and oral style, it can help learners to improve the ability of speaking and feel more freely and easy when communicate with others.
All the theories need to be test in real teaching practice, and several problems should be pay attention to carefully for both teachers and students, so there are still much knowledge to learn and lots of researches to do in the future before you can use virtual language learning environment to make efficient teaching and learning.
2010年2月7日 星期日
Something about Week Three's Reading
Many findings of some previous researchers show that a virtual environment may create a more relaxed atmosphere than a classroom, and the low level of inhibition and social anxiety would be good for foreign language learning and increase language production.
A project called Virtual Department for Minority Language (VDML) is a two year project which aims to produce guideline for students and teachers of less widely taught languages on how to create a virtual language department including making templates for a shared resource bank and suggesting ways in which collaboration between institutions of three UK university can take place. The project provides new experience for both students and teachers to learn how to work in a virtual environment and gives new teaching implications with regard to computer assisted language teaching. For second language learners, it is really important to participate in L2 language conversation, but students may always feel anxious in a face-to-face learning situation, and furthermore decrease the opportunities to join in the communication. However, if speaking in a virtual environment reduces anxiety in language learning, it would be a hidden benefit of computer assisted language learning. This article will focus on research into the psychological aspects of using the computer and internet in an education setting
Students always feel quite anxious when speaking to native speakers, but if instead the language students e-mail the native speakers, their anxieties would immediately be reduced. There is an illusion that language learners experience less anxiety when communicating via computer, and our behavior changes in a variety of ways when working online.
The study investigates a group of students’ behavior in the virtual learning environment through an on-line task in a chat room. Every student’s behavior is carefully examined and analyzed.
The results of the study show a number advantages for language students when working online. One of the advantages is that there is no accent to be distracted by, no time pressure and no interruption, which are all factors that would make students to feel anxious and reluctant to speak. In addition, there are no immediate reactions such as giggles or raised eyebrows. There is an illusion that online work gives a definite advantage to the shy and introvert language student. Finally, there is the advantage of increased participation.
There are also some issues that teacher and learners need to pay attention to when working in a virtual environment. First, exchanging the classroom for a virtual environment may change the old group dynamics; secondly, a virtual learning environment is likely to lower the level of language anxiety, but this does not solve the problem for students of foreign languages.
A project called Virtual Department for Minority Language (VDML) is a two year project which aims to produce guideline for students and teachers of less widely taught languages on how to create a virtual language department including making templates for a shared resource bank and suggesting ways in which collaboration between institutions of three UK university can take place. The project provides new experience for both students and teachers to learn how to work in a virtual environment and gives new teaching implications with regard to computer assisted language teaching. For second language learners, it is really important to participate in L2 language conversation, but students may always feel anxious in a face-to-face learning situation, and furthermore decrease the opportunities to join in the communication. However, if speaking in a virtual environment reduces anxiety in language learning, it would be a hidden benefit of computer assisted language learning. This article will focus on research into the psychological aspects of using the computer and internet in an education setting
Students always feel quite anxious when speaking to native speakers, but if instead the language students e-mail the native speakers, their anxieties would immediately be reduced. There is an illusion that language learners experience less anxiety when communicating via computer, and our behavior changes in a variety of ways when working online.
The study investigates a group of students’ behavior in the virtual learning environment through an on-line task in a chat room. Every student’s behavior is carefully examined and analyzed.
The results of the study show a number advantages for language students when working online. One of the advantages is that there is no accent to be distracted by, no time pressure and no interruption, which are all factors that would make students to feel anxious and reluctant to speak. In addition, there are no immediate reactions such as giggles or raised eyebrows. There is an illusion that online work gives a definite advantage to the shy and introvert language student. Finally, there is the advantage of increased participation.
There are also some issues that teacher and learners need to pay attention to when working in a virtual environment. First, exchanging the classroom for a virtual environment may change the old group dynamics; secondly, a virtual learning environment is likely to lower the level of language anxiety, but this does not solve the problem for students of foreign languages.
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