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Uitdagingen voor de docenten Moderne Talen in de volwassen educatie Kristi Jauregi Universiteit Utrecht Coutinho / Levende Talen.

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Presentatie over: "Uitdagingen voor de docenten Moderne Talen in de volwassen educatie Kristi Jauregi Universiteit Utrecht Coutinho / Levende Talen."— Transcript van de presentatie:

1 Uitdagingen voor de docenten Moderne Talen in de volwassen educatie Kristi Jauregi Universiteit Utrecht Coutinho / Levende Talen

2 Schema 1.Maatschappij 2.Onderwijs breed 3.Taalonderwijs – Context (NT2 /MVT) – Voorwaarden voor taalverwerving – Grammatica – Interactie – Interculturele communicatie – Web 2.0

3 1. Maatschappij Globalisatie

4 Dynamisch Snel Lifelong learning

5 Creativiteit Kofino

6 Netwerken Samenwerking

7 Kofino Verbonden Kofino

8 Social media

9 Belang van communicatie & talen Kofino

10 Cross-culturele communicatie Meertaligheid: Interculturele competentie Sociale cohesie

11 Kofino

12 Internet gebruik in Nederland

13

14 Waar gebruik je internet voor?

15 2. Onderwijs Top downDocentFormeel onderwijs

16 80 % van kennis en vaardigheden wordt opgedaan via: informeel leren

17 Studenten Kofino

18

19 Onderwijs: leer en student gericht Kofino

20

21 Stimuleer de creativiteit!

22 Stimuleer de samenwerking Kofino

23 Verandering in leertheorieën Cognitivisme • Kennis wordt verworven, opeengestapeld • Leren: individueel gebeuren Sociaal constructivisme • Kennis als betekenis die wordt geconstrueerd via taken • Leren van en met anderen

24 De vaardige docent van de 21 ste eeuw • Is vertrouwd met gebruik computers • Is creatief • Is kritisch • Zoekt uitdagingen • Is constructief • Is verbonden (connected)

25 3. Moderne talen onderwijs: context Verschillen NT2 / MTO? • Doelgroep • Behoeftes / Doelen • Toegang tot T2/VT input en interactie • Methodologie

26 1.Blootstelling aan begrijpelijk, gevarieerd en rijke input (i+1, Krashen, 1982, 1985). 2.Mogelijkheden om (pushed) output (Swain, 1985) te produceren, die begrijpelijk, correct en adequaat is in de gesprekscontext (Lantolf, 2006). 3.Interactie in de doeltaal stimuleren in een sociale en authentieke context (Lantolf, 2006; Kasper, 2001). In dit proces staat negotiation of meaning (Long, 1996) centraal. 4.In een betekenis georiënteerde onderwijsperspectief, moeten er momenten zijn om aandacht te schenken aan formele taalelementen: focus of form (Doughty & Willis, 1998; Long, 1996). 5.Het gebruik van strategieën moet gestimuleerd worden (Oxford, 2010; Dörnyei et al 1997; Richards et al 2009). 6.Focus op Interculturele Communicatie (Byram,1997; Kasper, 2001; Kramsch, 1993, 1998; Lo Bianco et al 1999; Müller-Jacquier, 2003). Taalonderwijs: vorwaarden en principes

27 Interactie centraal in leerprocessen Interactie Socio constructivisme (Vygotsky, 1962) T2V ICC Met expert leeftijdsgenoten Taken

28 Grammatica • Een van de subcompetenties binnen de communicatieve competentie

29 PRAGMATIC COMPETENCES SOCIOLINGUISTIC COMPETENCES LINGUISTIC COMPETENCES COMMUNICATIVELANGUAGECOMPETENCES Interaction schemata Interaction schemata Discourse competence Discourse competence Functional competence Functional competence Expressions of folk wisdom Dialect and accent Lexical Grammatical Register differences Politeness conventions Linguistic markers of social relations (Common European Framework of Reference for Languages: Learning, Teaching, Assessment ……. PhonologicalSemantic

30 Grammatica • Onenigheid over welke methode de beste is (onderzoek/docenten/studenten )( Ellis, 2006): – Direct / indirect – Impliciet / Expliciet • Belangrijk om grammatica in de communicatieve context te behandelen (focus on form) (Swain; 1996; Doughty & William, 1998; Lightbown, 1998; Norris & Ortega, 2000; Ellis, 2002; Lyster,2004). • Lessituatie: veel variabelen (Kumaravadivelu, 2009) • Grammatica onderwijs: geen duidelijk beeld (Allwright, 1983) • Post method: Drama grammar (Even, 2011)

31 Interculturele communicatie

32 (Byram, 1997; Zarate et al. 2004; Kramsch) Sociale cohesie Wederzijds begrip

33 Kofino

34 NIFLAR Project Belang van Web 2.0

35 NIFLAR Objectives: • Enrich • Innovate learning processes • Improve Make them more rewarding!!

36 Interaction Telecollaboration Learner centeredness ICC Authenticity of language learning Blended learning

37 Second Life Open Sim Video- communication Adobe connect Virtual worlds NIFLAR , Virtual environments:

38 Experiences NIFLAR ( ) • 22 pilot experiences have been carried out in video-communication and Second Life (OS), • Both with secondary and tertiary learners (A1-B2 / pre-service teachers) • 430 students have participated in cross- cultural sessions (1 to 1 / 1 to 2) (3 to 5 sessions per course once a week) • Developed criteria for effective tasks • 60 interaction tasks for Dutch, Portuguese, Russian and Spanish have been developed & tested. • Data gathered for research

39 Voorbeeld videocommunicatie

40 Voorbeeld virtuele werelden

41 Research issues 1.What are foreign language learners’ experiences? 2.Is there any impact on motivation? 3.Is there any indication suggesting that learners learn more if they have the opportunity to engage in networked interaction with experts according to relevant tasks? 4.What happens during those cross-cultural interactions? Is there an added value in implementing virtual interaction through video-communication & virtual worlds in language teaching curricula?

42 Foreign language learners’ experiences: positive aspects “Step by step you learn to speak more easily in the target language without feeling any boundaries. It improves your talking skills” “We learned a lot of new words, known culture and lifestyle in the Netherlands. I have no fear of speaking” “I had an opportunity to talk with a native speaker which is not very frequent in the language course. We had also interesting tasks, so it was something different than a normal lesson” “Personally I think that the greatest thing is that we made new friends from the Netherlands so we can keep in touch and keep improving”

43 Start interaction sessions 5 point Likert scale Spanish Impact on motivation

44 Interaction effect between condition and pre- and post-tests was found to be significant. In other words, the difference between pre- and post- test scores depends on the specific condition (F 2, 34 = 5.01; p =.012). The results show that the difference between pre- and post- oral tests depends on the specific condition. Especially in the SL and VWC condition students show on average more progression than in the control condition. Hence, both SL and VWC have an additive effect on students’ test scores. Learning effect. Results.

45 Interaction analysis • Learners exposed to very rich input (i+1; pragmatic adequacy). • Learners use language meaningfully (output hypothesis + ICC). • Varied sequences of negotiation of cultural and linguistic meaning emerge. • Authenticity of interaction. • Positive learning atmosphere. It is fun! • Differences VC v. SL: – VC static, visual added value (gestures), more quantity of talk – SL dynamic, creative, unexpected L use linguistic focus, more silences EV en España no hay muchas personas que van en bici / hora / un poco por / en las grandes ciudades empiezan a construir carriles bici para// EU1¿carriles? EV carriles bici es la vía por donde va la bicicleta porque Valencia es una gran ciudad donde hay mucho / muchos coches / entonces ellos fabrican una pequeña vía especial solamente para bicicletas EU1okei EV está pintada en rojo y nosotros vamos / la bicicletas / es más seguro ir por el carril bici / pero es muy nuevo / es un concepto de hace cuatro o cinco años / normalmente los españoles cogen mucho el coche EU1 okei EVes una pena EU1en Holanda hay muchos carriles bici

46 SURF - OWD2011 Meer weten, doen? • NIFLAR: • Euroversity: / TILAwww.euroversity.ning.com • NL: 3DLes (de NIFLAR sims, Chatterdale, Parolay and …more GRID locations)3DLesChatterdale • Utrecht Summerschool 2012 NIFLAR Comenius course: in Utrecht (week 32) & Valencia (week 42) Utrecht Summerschool

47 Hartelijk dank!

48 • Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters. • Dörnyei, Z.; Scott, M. (1997). "Communication strategies in a second language: definitions and taxonomies". Language Learning 47: 173–210. • Doughty, C. & Williams, J. (1998). Focus on form in classroom second language acquisition. Cambridge:C.U.P. • Ellis, R. (2002). The place of grammar instruction in second/foreign curriculum. In E. Hinkel & S. Fotos (eds.) New perspectives on grammar teaching in L2 learning. Mahway: Erlbaum • Even, S. (2011). Drama Grammar: towards a performative postmethod peagogy. The Language Learning Journal, 39/ • Hinkel, E. (ed.) (2004). Culture in Second Language Teaching and Learning. Cambridge: Cambridge University Press. • Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford: Oxford University Press • Kramsch, C Language and culture. Oxford: O.U.P. • Kumaradivelu, B. (2009). Understanding Language Teaching. From method to postmethod.New York:Routledge. • Lantolf, J.P., & Thorne, S.L. (eds.) (2006). Sociocultural Theory and Second Language Learning. Oxford: Oxford University Press. • Lo Bianco et al (1999). Striving for the Third Place: Intercultural Competence through Language Education. Melbourne: Clearinghouse. • Long, M. (1996). The role of the linguistic environment in L2 acquisition. In Handbook of L2 acquisition, ed. W. Rirchie & T.K. Bhatia, San Diego: • Müller-Jacquier, J. (2003). Linguistic awareness and cultures. In Jürgen (Ed.) Studien zur internationalen Internehmenskommunikation (pp ). Leipzig: Popp. • Richards, Jack C.; Schmidt, Richard, eds (2009). "Communication strategy". Longman Dictionary of Language Teaching and Applied Linguistics. New York: Longman. • Swain, M. (1985). Communicative competence. Some roles of comprehemsible input and comprehensible output in its development. In Input in second language acquisition, ed. S. Gass & C. Madden, Rowley: Newbury. • Vygotsky, L.S. (1962). Thought and Language. Massachusetts: MIT Press.

49 • (educ


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