Article published In:
Asian Languages and ComputersEdited by Debra Hoven and Jeong-Bae Son
[Australian Review of Applied Linguistics. Series S 17] 2003
► pp. 25–43
Edited by Debra Hoven and Jeong-Bae Son
[Australian Review of Applied Linguistics. Series S 17] 2003
► pp. 25–43
Maintaining the dialogue
Joint involvement in a stand-alone CD-ROM Chinese course
In 1999, Bridges To China, a 40-unit, intermediate level, Web-based course in Modern Standard Chinese was produced. The design drew on the work of Vygotsky, Bruner and Halliday for an integrated linguistic, learning and instructional framework. The course is now being extended to a standalone CD-ROM version, with consequent loss of peer interaction and live teacher guidance. Access to other people in joint involvement episodes (Schaffer, 1996) was fundamental to the goals of the original course. Consequently, attempts have been made to “maintain the dialogue” in the CD-ROM course. The paper will report the trialling of one such attempt: an innovative mode of self-assessment in tasks of length where the learner’s efforts are novel, using annotated sample texts generated by other students. The trials show that using annotated samples facilitated by the computer allows learners to assess their own work, learn a great deal from the language used by others, identify and even correct formal errors of their own, and enjoy contact with virtual classmates. The result means that a major limitation on CD-ROM CALL design can be considerably lessened.
References
Barson, J.
(1997) Space, time and form in the project-based foreign language classroom. In R. Debski, J. Gassin & M. Smith (Eds.) Language learning through social computing. Occasional Papers Number 16, (pp. 1–38). Melbourne: ALAA & The Horwood Language Centre.
(1999) Dealing with double evolution: Action-based learning approaches and instrumental technology. In R. Debski and M. Levy (Eds.) WORLDCALL Global perspectives on computer-assisted language learning (pp. 11–32). Lisse, The Netherlands: Swets & Zeitlinger.
Cashdan, S.
(1988) Object Relations Therapy. New York & London: W.W. Norton & Company.
Commonwealth of Australia
(1999) Bridges To China - a 40-part interactive, Web-based, intermediate level course in Chinese language and culture. Canberra: Commonwealth of Australia.
Debski, R.
(1997) Support of creativity and collaboration in the language classroom: A new role for technology. In R. Debski, J. Gassin & M. Smith (Eds.,) Language learning through social computing. Occasional Papers Number 16, (pp. 39–66). Melbourne: ALAA & The Horwood Language Centre.
Harmer, J.
(2001) The practice of English language teaching. 3rd edition. London: Pearson Education Ltd.
Hoven, D.
(1999) CALL-ing the learner into focus: towards a learner-centred model. In R. Debski and M. Levy (Eds.) WORLDCALL Global perspectives on computer-assisted language learning (pp. 149–167). Lisse, The Netherlands: Swets & Zeitlinger.
Kegan, R.
(1994) In over our heads. Cambridge, Mass.: Harvard University Press.
Kohut, H.
(1977) The restoration of the self. New York: International Universities Press.
Lantolf, J.P.
(Ed.) (2000) Sociocultural theory and second language learning. Oxford: Oxford University Press.
Lantolf, J. P.
(2001) (S)econd (L)anguage (A)ctivity theory: understanding second language learners as people. In M. P. Breen (Ed.) Learner contributions to language learning (pp. 141–158). London: Pearson Education Ltd.
Orton, J.
(1999) Concept, curriculum design & language learning instructions for Bridges To China, a40-part interactive, Web-based, intermediate level course in Chinese language and culture. Canberra: Commonwealth of Australia.
Schaffer, H. R.
(1996) Joint involvement episodes as context for development. In H. Daniels (Ed.) An introduction to Vygotsky (pp. 251–280). London & New York: Routledge.
Swain, M. and Lapkin, S.
(1998) Interaction and second language learning. Two adolescent French immersion students working together. Modern Language Journal 821, 320–337.
(2001) What two learners notice in their reformulated writing, what they learn from it, and their insights into the process. Paper presented at the AAAL Annual Conference, St Louis, Missouri.
Victorian Board of Studies
(1995) VCE Official Sample CATs. N. Blackburn: Harper Schools.
Vygotsky, L. S.
(1978) [trans.] Mind in society. The development of higher psychological processes. In M. Cole, V. John-Steiner, S. Scribner and E. Souberman (Eds.) Cambridge, Mass.: Harvard University Press.
(1981) [trans.] The genesis of higher mental functions. In J.V. Wertsch (Ed.) The concept of activity in Soviet psychology (pp. 144–188). Armonk, NY: Sharpe.
Wilber, K.
(2000) A theory of everything. Boston: Shambhala.
Williams, J.
(1999) Learner-generated attention to form. Language Learning, Vol 49, No. 4, 583–625.
Cited by
Cited by 1 other publications
Orton, Jane & Xia Cui
2016. Principles and Innovation Design: CLIL Units in Chinese. In Exploring Innovative Pedagogy in the Teaching and Learning of Chinese as a Foreign Language [Multilingual Education, 15], ► pp. 39 ff. 
This list is based on CrossRef data as of 25 march 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.