Culture-Based Language Learning Objects: A CALL Approach for a Ubiquitous World

Culture-Based Language Learning Objects: A CALL Approach for a Ubiquitous World

Niki Lambropoulos (London South Bank University, UK), Martha Christopoulou (University of Surrey, UK) and Kosmas Vlachos (University of the Aegean, Greece)
DOI: 10.4018/978-1-60566-166-7.ch015
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Abstract

This chapter presents culture-based language-learning objects (CLLOs) in computer-assisted language learning (CALL), supported by user-centered interaction design. CLLOs’ design has been drawn on (a) social constructivist pedagogical theories, (b) self-organised strategies in social contexts, and (c) Scandura’s structural analysis and Gange’s instructional events. This chapter discusses culture-based language-learning principles and the rationale on which the construction and use of CLLOs are founded on. It also makes suggestions about the ways CLLOs can be constructed by second/foreign language (L2) teachers. A CLLO example was designed and presented for the context of the Greek Diaspora in the United Kingdom (UK). Furthermore, this chapter introduces the combination of norm-based and culture-based language learning in CALL, the grey zone as the distance between second and foreign language learning, the open nature in Learning Objects with the use of forums or chats. Lastly, it suggests CLLOs networks use in the age of ubiquitous computing.
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L2 Learning And Call

Social constructivist theorists such as Bruner (1966) and Vygotsky (1978) view learning as a process in which students are actively involved and learn through interaction with their peers, assisted by teachers. However, the discovery of knowledge as such springs from their intrinsic motivation and personal past- and present-life experiences.

Kern and Warschauer (2000) claim that the foundations of the social constructivist language pedagogy in CALL and L2 learning have created teaching principles according to which the target language is acquired through both interaction among the learners via computer (the socio-cognitive perspective in CALL) and interaction between the learner and the computer (the cognitive perspective in CALL). Since learners view the computer as a tool of learning and a means of communication, the intrinsic motivational aspect of the computer is seen as an important quality of CALL. Furthermore, research has shown that the socio-cognitive applications of CALL offer learners opportunities to use the target language in meaningful situations. It has also been observed that in these applications, there is an increased language input and output as well as learners’ active participation and self-expression (Vlachos, Athanasiadis, & Ganetsos, 2004). Finally, the social constructivist perspective in CALL has created principles, according to which:

  • Learners may exhibit behavioral changes after being involved in CALL learning processes.

  • Process-based learning is identified in the context of ‘becoming’ an energetic member of discourse communities. Mimesis of community members’ language may lead to behavioral changes and language learning.

  • Social construction of meaning occurs as a mode of internalisation of simulated language forms of communication.

  • Internal reciprocity may result in creative collaborative textual production.

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Table of Contents
Foreword
Chao-Han Liu
Chapter 1
Lorna Uden, Nian-Shing Chen, Chun-Wang Wei, Jui-Chu Fan
The implementation of Online Synchronous Learning (OSL) poses many challenges to existing instruction technology theory because of the complexity of... Sample PDF
Online Synchronous English Learning from Activity Theory Perspectives
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Chapter 2
Eva Lindgren, Kirk P.H. Sullivan, Mats Deutschmann, Anders Steinvall
In a case study a University class undertook a translation from Swedish to English in a keystroke logging environment and then replayed their... Sample PDF
Supporting Learner Reflection in the Language Translation Class
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Chapter 3
Katsunori Kotani, Takehiko Yoshimi, Takeshi Kutsumi, Ichiko Sata, Hitoshi Isahara
In this chapter, the authors examined reading evaluation methods for foreign language learners based on learners’ reading processes. The goal of... Sample PDF
A Reading Evaluation Method for English as a Foreign Language Learners Based on Reading Performances
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Chapter 4
Robert Ariew, Jeremy Palmer
Enrollments in Arabic language programs are rapidly growing throughout the United States. Until recently, Arabic has received minimal attention in... Sample PDF
Developing Hypertext Reading Materials for the Teaching of Arabic
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Chapter 5
Bolanle A. Olaniran
This chapter explores computer-mediated communication (CMC) and information communication technology (ICT) use in language learning. More... Sample PDF
Culture and Language Learning in Computer-Enhanced or Assisted Language Learning
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Chapter 6
Indi Marie Williams, Heather N. Warren, Bolanle A. Olaniran
Within a globalized society, foreign language acquisition is essential to promote intercultural global communication. For many, the use of... Sample PDF
Achieving Cultural Acquiescence Through Foreign Language E-Learning
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Chapter 7
Eleonora Pantano, Assunta Tavernise
This chapter aims at illustrating how Information and Communication Technologies (ICT) could be used to exploit and disseminate Cultural Heritage... Sample PDF
Learning Cultural Heritage Through Information and Communication Technologies: A Case Study
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Chapter 8
Wei-Peng Lien, Rita Kuo, Maiga Chang
This project aimed to construct a Blended Learning model with a lecture-review Web site, which would support students’ self-learning at home or in... Sample PDF
Using Blended Learning to Teach Foreign Brides Chinese
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Chapter 9
Terence Murphy
One central task faced by those interested in the corpus analysis of second language writing is how to measure ESL textual sophistication. While... Sample PDF
Exploring the Concept of Emergent Coherence in a Corpus of Korean EFL Texts
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Chapter 10
Giuseppe Conti, Raffaele De Amicis, Gabrio Girardi, Michele Andreolli, Stefano Piffer
In the past years the adoption of computer graphics to improve learning experience has seen a rising success. The wide availability of dedicated... Sample PDF
The Role of Interactive Computer Graphics to Augment the Learning Experience of Cultural Heritage Within Museums and Expositions
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Chapter 11
Yue Ming, Zhenjiang Miao
This chapter was inspired by the work of the designers of a Mandarin language e-learning as they attempted to find the best solution to deal with... Sample PDF
A Mandarin E-Learning System in Pervasive Environment
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Chapter 12
Jiyou Jia
Computer Simulation in Educational Communication (CSIEC), is not only an intelligent Web-based human-computer dialogue system with natural language... Sample PDF
An Intelligent Web-Based Human-Computer Interaction System with Natural Language CSIEC and its Integration into English Instruction
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Chapter 13
Hamdi Erkunt
Can a traditional college course be enhanced with online collaborative learning, with similar attributes to knowledge work in the modern world? Can... Sample PDF
Developing Electronic Portfolios in a Computer Supported Collaborative Learning Environment
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Chapter 14
Min Kang
The goal of this chapter is to explain several experiments carried out by our research group to explore whether synthetic speech can be currently... Sample PDF
Synthetic Speech in Computer-Enhanced Foreign Language Learning
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Chapter 15
Niki Lambropoulos, Martha Christopoulou, Kosmas Vlachos
This chapter presents culture-based language-learning objects (CLLOs) in computer-assisted language learning (CALL), supported by user-centered... Sample PDF
Culture-Based Language Learning Objects: A CALL Approach for a Ubiquitous World
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Chapter 16
Nektaria Palaiologou
Nowadays, it is a common ascertainment that information and communication technologies (ICTs) and networked learning are not easy to access for many... Sample PDF
Intercultural Dimensions in the Information Society: Reflections on Designing and Developing Culturally Oriented Learning
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Chapter 17
Karen L. Murphy, Yakut Gazi, Lauren Cifuentes
This chapter addresses the question, “How can we overcome potential cultural discontinuities in online collaborative project-based learning... Sample PDF
Intercultural Collaborative Project-Based Learning in Online Environments
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Chapter 18
Diane Boehm, Lilianna Aniola-Jedrzejek
This chapter presents seven principles of good practice for conducting virtual international collaborations with students. The authors have... Sample PDF
Seven Principles of Good Practice for Virtual International Collaboration
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Chapter 19
Rita Zaltsman
The present chapter assesses the key questions of communication barriers in distance learning virtual communities. To examine their cultural... Sample PDF
Communication Barriers and Conflicts in Cross-Cultural E-Learning
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About the Contributors