About this paper

Appears in:
Pages: 3189-3196
Publication year: 2016
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.1695

Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain

APPLYING THE ACTION-ORIENTED APPROACH FOR LEARNING LANGUAGES THROUGH SOCIAL-NETWORKING TECHNOLOGY

L. Conseil1, E. Garcia1, B. Strotmann2

1Universidad Europea de Valencia (SPAIN)
2Universidad Europea de Madrid (SPAIN)
This paper shows how to apply the recommendations of the the Common European Framework of Reference for Languages (CEFR) using social-networking technology.

The CEFR is the result of more than twenty years of research. It is a framework of reference that provides tools, guidelines, and resources for the development of language curricula, textbooks, assessments tools, and programs to support the teaching of languages.

The CEFR suggest the use of the action-oriented approach as teaching methodology for learning languages. This approach consider the student as an active participant in the learning process and a user of the language. Communication is understood as a social activity designed to accomplish specific tasks. Following this approach the language is acquired by performing a set of meaningful tasks in a real-social environment.

Nowadays the real-social environment of our students includes the interaction through social networks. They have grown up using technology and they are used to use social-networking technology in their daily life as a way of communication. The popularity of social networking is not limited to the personal sphere. It provides access to real materials, and social and cultural interactions in any language.

In this paper we present our experience applying the action-oriented approach for learning French as second language at university level in different degrees. We used the tool Paper.li. It is a content curator, i.e., a tool that allows gathering information relevant to a particular topic or area of interest. Paper.li allows the creation of online newspapers from information obtained through Facebook, Twitter, blogs, RSS or e-mail. In our experience, the use of this tool following a specific pedagogical method encourages students to access to authentic documents, to interact with native speakers, increase their motivation and improves their academic results.

As a summary, we can conclude that the main contributions of this paper are:
(1) a brief comprehensive summary of the CEFR recommendations and the main benefits of the action-oriented approach;
(2) a study of how social networks can be used to improve learning and commitment of the students and how they can be integrated in the action-oriented approach;
(3) a method that integrates social-networking technology into the action-oriented approach;
(4) an analysis of the lessons learnt through the application of this approach.
@InProceedings{CONSEIL2016APP,
author = {Conseil, L. and Garcia, E. and Strotmann, B.},
title = {APPLYING THE ACTION-ORIENTED APPROACH FOR LEARNING LANGUAGES THROUGH SOCIAL-NETWORKING TECHNOLOGY},
series = {8th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN16 Proceedings},
isbn = {978-84-608-8860-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2016.1695},
url = {http://dx.doi.org/10.21125/edulearn.2016.1695},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2016},
year = {2016},
pages = {3189-3196}}
TY - CONF
AU - L. Conseil AU - E. Garcia AU - B. Strotmann
TI - APPLYING THE ACTION-ORIENTED APPROACH FOR LEARNING LANGUAGES THROUGH SOCIAL-NETWORKING TECHNOLOGY
SN - 978-84-608-8860-4/2340-1117
DO - 10.21125/edulearn.2016.1695
PY - 2016
Y1 - 4-6 July, 2016
CI - Barcelona, Spain
JO - 8th International Conference on Education and New Learning Technologies
JA - EDULEARN16 Proceedings
SP - 3189
EP - 3196
ER -
L. Conseil, E. Garcia, B. Strotmann (2016) APPLYING THE ACTION-ORIENTED APPROACH FOR LEARNING LANGUAGES THROUGH SOCIAL-NETWORKING TECHNOLOGY, EDULEARN16 Proceedings, pp. 3189-3196.
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