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1、CASLA through a social constructivist perspective: WebQuest in project-driven language learning,Vassiliki Simina and Marie-Jose Hamel CCL, UMIST, UK mjhamelccl.umist.ac.uk,Presentation plan,Background and aim Overview on constructivism General definition Focus on social constructivism Principles an
2、d implications CASLA Conditions for successful: Learning SLA Conditions juxtaposed Characteristics of the ideal: Socio-constructivist environment CALL environment Characteristics juxtaposed WebQuest As one example of good practice Definition and characteristics Examples Conclusions,Background and ai
3、m,MSc in CALL dissertation Mandate: investigate the contribution of constructivism in CALL Aim of the research: Suggest a model (expansion) which will allow for the description of the characteristics of an ideal social constructivist CALL environment promoting conditions for successful SLA Find pote
4、ntial existing examples of good/best practice Results of initial investigation are presented today Further research remains to be done Constructive feedback is welcome!,Overview on constructivism,Historical account Socrates: Maieutic Vico/Kant: Knowledge precedes reasoning Piaget: Cognitive stages o
5、f development Vygotsky Socio-cultural cognitive development Bruner Discovery learning Dewey Experiential learning,Overview on constructivism,General definition: A theory of learning Central tenet: learners construct their knowledge on their own: by associating new with prior information through expe
6、rience and reflection upon experience A procedural/cognitive model Theory concerned with how knowledge is constructed Focus on the learner and his mental/cognitive operations while learning Learners participation in the process/control over the process,Overview on constructivism,Focus on social cons
7、tructivism (Vygotsky 1978) Key concepts: Social interaction Thinking subject and realm of the social are interconnected Socio-cultural cognition Context as essential for construction of knowledge Language as a common mean to mediate knowledge Zone of Proximal Development Scaffolding Collaboration to
8、 achieve self-reliance,Principles and implications for CASLA,Knowledge is constructed by the individual based on his own experience Learning is an active process where the learners mental constructs are enlarged/modified to fit his experiential world The focus is on the learners interpretation of th
9、e real world Implication Approaches like problem-solving and discovery allow the learner to explore the real world and make sense of it on his own,Principles and implications for CASLA,Social interaction supports the construction of knowledge Scaffolding process is core Language is fundamental in so
10、cial interaction Implication Approaches promoting collaboration and autonomy allow the learner to actively participate in socially situated contexts,Socio-constructivist conditions for successful learning,Vygotsky (1978) Learners should be provided learning data within their zone of proximal develop
11、ment hence directing them to become more self-reliant Driscoll (1994) Provide complex and relevant learning environments that incorporate authentic activity Provide for social negotiation Allow access to multiple perspectives and multiple modes of learning Encourage student ownership in learning Emp
12、hasize self-awareness of knowledge construction,Conditions for successful SLA,Chapelle (1998 and 2001): Ideal (comprehensible) input/output Interaction (Gass 1997) Cognitive (Skehan 1998) Provide a range of target structures, etc. Socio-affective (MacIntyre et al. 1998) WTC,Conditions juxtaposed,Com
13、mon grounds variety of materials/multiple representations interaction in collaborative learning self-monitoring Expansion allowance for learners constructions consideration of individual differences in cognitive characteristics of learners promotion of social interaction for negotiation/multiple rep
14、resentations of meaning Provision of comprehensible input in authentic environment facilitating associations with prior knowledge emphasis on scaffolding process and autonomy rather than directed focus on form and meaning,Characteristics of the ideal socio-constructivist environment,A socio-construc
15、tivist environment that facilitates knowledge construction (Jonassen 1994) by: Providing multiple representation of reality Representing the natural complexity of the real world Focusing on knowledge construction, not reproduction Presenting authentic tasks Providing real-world, case-based learning
16、environments, rather than pre-determined instructional sequences Fostering reflective practice Enabling context and content dependent knowledge construction Supporting collaborative construction of knowledge through social negotiation,Characteristics of the ideal socio-constructivist environment,An
17、environment that fosters: Cognitive apprenticeships Modelling, scaffolding, coaching, exploration, articulation and reflection (Conway 1997) Situated learning or cognition Task-based, project-based and content-based learning (Warschauer and Healey 1998) Collaborative learning Learners work together towards a common goal,
