A talk on self-access language learning at 11am on December 3.
UNIVERSITY LANGUAGE SUPPORT FLEXIBLE DELIVERY FOR AUTONOMOUS LEARNING
In this talk Dr. Reinders will consider the importance of language support as a complement and sometimes alternative to language teaching. As an example, he will demonstrate the system for language support set up at the University of Auckland in New Zealand. This combines diagnostic procedures with workshops, language counseling services, and crucially, an electronic monitoring system that supports students in their language studies and that encourages autonomous language learning. The system was designed to offer support that is tightly linked with the students' needs and that tracks their progress over time. The system also proactively offers students help, recommendations and referrals to support staff, based on their profile and their out-of-class language learning. Dr. Reinders will conclude with a number of practical suggestions for tertiary teachers for implementing language support in their own institutions.
Monday, December 17, 2007
Prof. Tseng's speech on December 13
Speech Outline
Theresa Jiin-ling Tseng
ttseng@thu.edu.tw
December 13, 2007
The Role of Error in Second Language Acquisition: A Historical Perspective (1890s-2000s)
I. Defining Error? Depends on different perspectives:
A. Pedagogical:
1. “an utterance, form, or structure that a particular L teacher deems unacceptable because of its inappropriate use or its absence in real-life discourse” (Hendrickson, 1978, p. 387).
2. “unsuccessful use or usage of a target language” (Tseng, 2006, p. 8).
B. Sociolinguistic Perspective:
1. Variation, change
2. A dialect that is counterpart of a particular standard language
C. Language Acquisition/Learning:
1. “Flawed side of learner speech or writing” (Dulay, Burt, & Krashen, 1982)
2. Part and parcel of learner language development
II. The Role of Error in Second Language Acquisition
A. 1890s-1920s (the emergence of modern linguistics, associationism)
B. 1930s-1960s (structuralism and behaviorism)
C. Late 1960s-1970s (Chomsky’s influence: generative grammar/psycholinguistics, innatism)
D. 1970s-1980s (coexistence of cognitive & socio-cultural aspects)
E. 1980s-2000s (cognitive approaches to SLA: perceptual saliency)
F. Some recent topics: ultimate attainment, optionality, fossilization v. stablization
Theresa Jiin-ling Tseng
ttseng@thu.edu.tw
December 13, 2007
The Role of Error in Second Language Acquisition: A Historical Perspective (1890s-2000s)
I. Defining Error? Depends on different perspectives:
A. Pedagogical:
1. “an utterance, form, or structure that a particular L teacher deems unacceptable because of its inappropriate use or its absence in real-life discourse” (Hendrickson, 1978, p. 387).
2. “unsuccessful use or usage of a target language” (Tseng, 2006, p. 8).
B. Sociolinguistic Perspective:
1. Variation, change
2. A dialect that is counterpart of a particular standard language
C. Language Acquisition/Learning:
1. “Flawed side of learner speech or writing” (Dulay, Burt, & Krashen, 1982)
2. Part and parcel of learner language development
II. The Role of Error in Second Language Acquisition
A. 1890s-1920s (the emergence of modern linguistics, associationism)
B. 1930s-1960s (structuralism and behaviorism)
C. Late 1960s-1970s (Chomsky’s influence: generative grammar/psycholinguistics, innatism)
D. 1970s-1980s (coexistence of cognitive & socio-cultural aspects)
E. 1980s-2000s (cognitive approaches to SLA: perceptual saliency)
F. Some recent topics: ultimate attainment, optionality, fossilization v. stablization
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