The Role of Technology in Audio Text Comprehension for English as a Second Language

The Role of Technology in Audio Text Comprehension for English as a Second Language

Pablo Armando Alcaraz-Valencia (Universidad de Colima, Mexico), Laura Sanely Gaytán-Lugo (Universidad de Colima, Mexico), Sara Catalina Hernández Gallardo (Universidad de Guadalajara, Mexico) and Rocio Maciel Arellano (Universidad de Guadalajara, Mexico)
DOI: 10.4018/978-1-7998-1097-1.ch010

Abstract

This chapter proposes to establish a starting point in the design of technology specialized in the development of listening comprehension skills from a theoretical perspective, when learning English as a second language. Therefore, an exploration about how technologies have evolved in the practice of learning English as a second language was required. Likewise, authors look at fundamental aspects of technology literacy and how this is rooted in users' contexts. From this, they conceptualize the symbolic competence through the ecological theory in order to design a computer-assisted language learning practice. Findings led to the conclusion that a guide on how to build specialized technology in English learning as a second language does not exist. What indeed exists is the application of recycled technology created for other purposes but used for English learning. Authors propose a practice where the meaning is explored through the understanding of what happens in the context by using 3D holograms as an optical illusion.
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The Evolution Of Technologies In The English Learning Process As A Second Language

The learning process through the use of technologies is directly influenced by the industry that develops hardware and software (Warschauer, 1996). Thus, the type of teaching materials that are created, are mainly a consequence of the physical and processing abilities of modern technology. Therefore, due to the advent of personal computers and color monitors, the development of teaching materials in the language learning process was made possible.

Warschauer & Healey (1998) describe in three stages (CALL) the assistance computers provide in the learning process of languages. The first stage, where they integrated computer tools with language learning strategies, consisted in making possible the filling of blank spaces during the reconstruction of ideas within a text. The issue with this stage, was that there was a lack of contextualization between what the student needed to fill out the empty space, and what the computer was capable of providing. This enabled a feedback that only included “correct” or “incorrect” (Bax, 2003).

Key Terms in this Chapter

Listening for Comprehend: To pay attention when listening to undertake strategies that lead a person to understand the perceived audio input.

CALL: An approach to teach and learn language through the support of computers.

Symbolic Competence: The ability to manipulate symbolic representation, symbolic action and symbolic power.

Hologram: An image that cheats the brain’s visual perception in order to recreate three dimensional objects in our own dimension.

Ecological Theory: Environmental system based on the development of persons through different scenarios which influence their cognitive, moral and relational development.

Virtual Environment: Recreation of reality (or an alternative reality) encapsulated into a software program.

Instructional Design: The practice of creating instructional experiences that make acquiring knowledge and skills more efficient, effective and attractive.

Context: Underlying information to an object, person, or situation scenario, which allows serve as a starting point to generate inferences or assumptions about a subject, all of this based on our past experiences.

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