The interaction factor as a challenge for foreign language learning in the technology based education: a pedagogical reflection
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Date
2016
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Abstract
The author carries out a pedagogical reflection on how the technology driven distance learning repeatedly neglects the scientific achievements of Second Language Acquisition and Language Pedagogy. Seeing communicative competence as a major goal of a language classroom, she presents the main challenges that the communicative approach poses to distance learning. To this end, a general distance learning theory by Moore is adapted to the needs of language education, through a distinction between three aspects of learner interaction – with the teacher, with other learners and with content. In this three-dimensional paradigm the learner is seen as the main actor of the process, the teacher as a facilitator, the text as a main source of communicative data and the learner autonomy as the fundament of the process.
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distance language learning, communicative approach, communicative competence, interaction, e-learning, technology-based learning, learner autonomy, transactional distance theory, interaction with text, teacher-learner collaboration