Monitoring the Learner and Intercultural Awareness in a Computermediated Language Learning Environme

1
Monitoring the Learner and Intercultural
Awareness in a Computer-mediated Language
Learning Environment

• Jean-Paul Narcy-Combes, Université Paris 3 ,
  France
• Jean-Claude Bertin,
• Université du Havre, France

2
Content

• Introduction
• Theoretical assumptions
• Defining terms
• Technological mediation
• Understanding relations in the models
• Impact of theory on practical issues

3
Introduction

• Epistemological position technological
  capacities must be questioned in the terms of SLA
  theory (Chapelle)
• Practical position monitoring must have clearly
  defined objectives
• Monitoring depends on the theoretical model of
  the learning situation on which the system is
  based.
• Theoretical assumptions Because of the very
  nature of the human faculty of language and its
  indissociable relationship with society,culture
  and human knowledge, our assumption is that L2
  acquisition is made easier if learning activities
  combine real-world, content-based, socially and
  culturally viable activities. Language production
  is seen as the result of a dual-processing system
  (rule and exemplar-based)(Ellis, Skehan).
  Nativisation is a natural process which will
  require some form of mediation.

4
From didactic relation to task(theoretical
assumptions)

• From a systemic perspective of language to
  communication and the European Framework.
• Which indicators for a qualitative monitoring of
  learner activity language production and
  mediation?
• European action-based learning sociocultural
  theory (Vygostki) and collaborative work.

5
From didactic relation to task(theoretical
assumptions)

• Authenticity of task vs authenticity of document
• A shift in references language production from
  systemics to social (and therefore cultural) act.
• Intercultural awareness
• new parameters to understand / interpret errors
• which indicators to determine culture-related
  errors / monitoring (pragmalinguistic errors,
  sociopragmatic errors, inchoative pragmatic and
  extra linguistic errors, cf. Riley)
• Accepted risk some kind of reductionism

6
Defining terms
Tutoring
scaffolding

• Mediation
• Help
• Aids
• Monitoring
• Follow-up
• Feedback
• Scaffolding
• Tutoring

monitoring
human tutor machine tutor
TEACHER TUTOR
mediation
LEARNER
follow-up
feedback
TASK
help (software)
aids (hardware)
help (software)
retroaction on task and/or form of mediation
7
Technological mediation and learning situation
the learning cycle
8
The learning cycle
No certainty as to the automatic completion of
the cycle ? based on different theories
Environment, objectives, individuality
Monitoring yes
LEARNING SYSTEM
Follow-up yes
Aids yes / Help yes
Feedback yes
Scaffolding by teacher
Tutor/learner meetings Organizing progress
Restructuring Training (micro-tasks
with Deep-processing)
Interaction (macro-tasks)
CONTENT DISCIPLINE
LANGUAGE
(1)
(2)
(2)
Objective create needs
Monitoring yes
Follow-up yes
Evaluation / critical information Is noticing
efficient ?
Aids yes / Help no

• Language culture
• Final objective
• ? not acculturation
• ? cultural awareness
• (as part of language learning)

Feedback if problems
Scaffolding by peers
CONTENT LANGUAGE INTEGRATION
9
How distance plays on the model
(Synchronous) chat
(Synchronous) chat
10
Understanding relations in the models
(expliciting the meaning of the arrows)

• Focusing on the RELATIONS between the poles of
  the model.
• Various types of guidance may co-exist within a
  learning environment.

11
How does theory affect our question what is
monitoring for?

• What should be noticed (tracked) knowledge or
  learning paths?
• Learning paths do they reveal learning
  strategies?
• Are these strategies of a linguistic (systemic),
  interactionnal or pragmatic nature?

12
What is to be monitored ?

• Learner macro-activity  
• Learner micro-activity
• In relation with the object of learning (SLA
  perspectives)
• Data used for monitoring will depend on the
  answers to these questions.
• Language used or strategies chosen?

13
Machine tutor model
?
Multiagent system
follow-up
monitoring
machine feedback
human tutor feedback
scaffolding (learner/designer)
14
Conclusions ?

• Final objective of monitoring track features of
  socio-cognitive, cultural and emotional conflicts
  (in order to provide help for their resolution)
• Suggesting (not controlling) alternative
  strategies and paths (scaffolfing)
• Monitoring modalities human and/or technological
  mediation proaction/reaction
• Research perspectives opening new grounds for
  monitoring systems in computer-mediated learning
  environments

15
A few references (1)Jean-Paul Narcy-Combes
jean-paul.narcy-combes_at_wanadoo.frJean-Claude
Bertin jean-claude.bertin_at_univ-lehavre.fr

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16
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