Technology Learning And Teaching Language

Comprehensible input is slightly beyond that of the current level of competence of the language learner. So, if the language learner’s current level of competence in the new language is i, then i+1 is the next immediate step along the development continuum. Therefore, if the goal is to assist the language learner progress in their task, it is essential to provide the student/learner with comprehensible input [i +1] (Cortes, K., 2010).

As a 21st century language educators, teachers should realize the real situation now where the learners have been exposed more to Information and Communication Technologies (ICT) and most of them are the digital native users. The teaching traditional method such as giving a lecture and asking to do homework afterwards are actually not really practical for the current use. Lesson should be authentic learning which the learners can relate the knowledge to the real life. Realia teaching aids which could be visualized by the learners have to be utilized in the learning process. It is basically on how the way of the 21st century educators educate their learners’ need that meets the expectation of the development in educational technology.

Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehension with these L2 learners. Each play a role in language development. However, I believe that in acquiring a language, one must use a variety of techniques that work together to create a balance within the learning environment. Furthermore, all L2 learners learn differently and so a variety of resources will need to be used based on the ability of each student. There are many theories that have been developed by highly qualified experts in the field on linguistics. However, I will address those areas that I agree with as I present my personal theories on second language acquisition.

Education has always been an universal matter of discussion for those who teach and and even for those who learn. This discussion has now become urgent especially since the advent of new technologies and their implications for education. Today there are many studies, ideas and experiences ongoing in education.

In her article “How Technology Aids Language”, Anna Spitbaum describes the advantages of learning English with the help of modern technology. Learning a language used to be very difficult back in the days but in times of technological developments, such as the Internet, almost everyone is able to do so. Difficult languages, that are hard to learn for non-native speakers, can now be translated with the help of various softwares and websites and furthermore, we now have the possibility to protect vanishing and threatened languages with the help of dictionaries or online databases. But all inventions will be in vain if there is no one who makes use of a language on a regular

Krashen & Terrell (1995) explore five hypotheses of second language acquisition theory in their chapter. These hypotheses include, “the acquisition-learning hypothesis, the natural order hypothesis, the monitor hypothesis, the input hypothesis, and the affective filter hypothesis” (Krashen & Terrell, 1995). The concepts outlined in this chapter provide a foundation of the process that English language learners (ELLs) are developing through. However, like all theory, it is up to myself as the classroom teacher, to translate this theoretical into a working

Since, the second language is an additional language after we acquire the first language, the L2 learning process can be influenced by the L1 learning process This essay will demonstrate the similarities and differences in L1 and L2 acquisition by discussing various theories. Then, draw a conclusion based on the evidence provided and my own experience.

Nowadays, Digital literacy helps to understand and analyze information through digital technology. The use of technology plays an important role within the process of teaching and learning; it can be used to teach reading and writing skills by using digital devices such as laptops, iPads, Chromebooks, or desktops. However, within the context of the use of technology in the area of education, and specifically in the area of language, digital literacy would also encompass its application both in development of language skills and learning of languages (reading, writing, oral comprehension and oral production). Although there are many limitations to the technological advances of digital literacy I believe that the advantages are greater than

Technology has revolutionized the human experience by changing the way one learns. Technology can best be defined as a tool that supports and promotes human learning. This can be seen through the usage of calculators, tablets (example: iPad), Smart Boards, video cameras, and, of course, the computer. These are all innovations that can have a profound impact on classroom learning. Although there are some schools that have a strict policy that technology should be removed from the modern day classroom, other schools believe that integrating technology into the classroom helps prepare our students for the elaborate world they will face going forward. Throughout this essay, I will be focusing on the technology policy and how it has a positive

The education system around the world has progressed and changed in a plentiful amount of ways, and the concept of knowledge and learning has changed in modern day. For example, certain schools around the globe are moving on to implementing technology in classrooms because it provides many benefits and statistical research that states how students are improving their academic readiness because of the instant access to information, a greater engagement and interactive process in learning, and the personalization that instructors can do towards the educational experience that students receive. The benefits of technology in class can be rather debatable, for there are people who think it's a distraction, but it certainly seems to be beneficial according to the increase of passing percentages in schools.

John Dewey, a leader for the progressive movement in education in the United States once said, “If we teach today as we taught yesterday, we rob our children of tomorrow.”

This framework of three elements provides a useful form for considering factors influencing instruction and learning in computer-based

He then questions whether the earlier children learn a second language, the better they learn, considering the timing of learning. Similar to timing, McLaughlin then extended his argument to the relationship between learners’ amount of exposure to the second language and their learning progress. Reflecting the major concern about who are better second language learners as well as when and how they learn better, the author then points out the criteria for a successful language acquisition and the illusion that whoever can speak a language means he or she have acquired the language. He finally suggests that each second language learner has a different learning style and draws to the conclusion that highlights and embraces the cultural and linguistic diversity in the American education.

The proliferation of computers plays a significant role in the learning process particularly in acquiring a second language. Hartoyo (2008) states, ‘a computer is a tool and medium that inspires people in learning a language,

People had been studying how to use a computer on the educational side for many years. Previous English learners learnt English through a regular English class, an interesting and a fantastic English movie, an English newspaper, and etc. However, they were a lack of flexibility, and most of the learners memorized English vocabulary and grammar rules mechanically(Yang & Chen, 2007, p. 861).With the development of technology, at the end of 20th century, computer-assisted language learning(CALL) was widely used in many countries such as America and Japan because it could provide a language environment for learners talking with native people in order to improve their language skills, and students also can find many learning materials online. Besides, CALL is not only used by students but also teachers, teachers can use the computer to prepare teaching programme and let teaching at the classroom more vividly and flexibly. Thus, CALL seems to gradually replace