A Challenge for the Developer: Issues of Interactivity and Linguistic-Cognitive Appropriateness in English Language Learning

Autor/in	Poon, Anita Y. K.
Titel	A Challenge for the Developer: Issues of Interactivity and Linguistic-Cognitive Appropriateness in English Language Learning
Quelle	In: Open Learning, 18 (2003) 2, S.135-153 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-0513
Schlagwörter	Foreign Countries; Teaching Methods; Oral Language; Open Universities; English (Second Language); Second Language Instruction; Distance Education; Second Language Learning; Interaction; Listening Skills; Student Motivation; Learning Motivation; Student Attitudes; Surveys; Feedback; Tutors; Instructional Materials; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Oral interpretation; Mündlicher Sprachgebrauch; Offene Universität; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Distance study; Distance learning; Fernunterricht; Zweitsprachenerwerb; Interaktion; Schulische Motivation; Motivation for studies; Lernmotivation; Schülerverhalten; Survey; Umfrage; Befragung; Förderlehrer; Lehrender; Tutor; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Hongkong
Abstract	It is argued that language learning ought to be interactive. The traditional language classroom provides a favourable interactive situation for language learners. By contrast, the distance education mode is limited in some ways regarding language learning. Necessarily, distance education involves, primarily, self-learning. Face-to-face learning opportunities are scant compared with traditional classroom-based learning. It is, therefore, a challenge for language professionals to explore new ways of teaching language, the speaking skills in particular, within the constraints of the distance education mode. Being able to master English--an increasingly important international language--provides a key to information and learning societies in the 21st century. In this paper, I will suggest some ways of maximizing the amount of interactive activities in English language distance learning, based on my work-based experience as a course developer of a new English enhancement course offered by the Open University of Hong Kong. I will focus on the development of listening and speaking skills, which are in fact the most problematic areas--the speaking skill, in particular, involves two-way communication. I will consider the issue from the perspectives of learners' motivation, peer support and technological support. Finally, I will present findings of a survey on the learners and tutors' feedback on the teaching materials of this new English language enhancement course. Evaluation of EL210 Course Materials are appended. (Contains 2 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10