About this paper

Appears in:
Pages: 4384-4391
Publication year: 2014
ISBN: 978-84-616-8412-0
ISSN: 2340-1079

Conference name: 8th International Technology, Education and Development Conference
Dates: 10-12 March, 2014
Location: Valencia, Spain

NEW CHALLENGES IN DESIGNING SECOND/FOREIGN LANGUAGE PROGRAMS IN A NETWORKED WORLD

V. Gaballo

University of Macerata (ITALY)
In the past 50 years since the emergence of computer-aided language learning (Yang 2010), also the roles and needs of second/foreign language learners and teachers have changed significantly as educational technology (Laurillard 2002) has been integrated into the language classroom (Zhao 1996). Educational goals have broadened to include lifelong learning, global interaction, and the acquisition of computer-mediated communication skills (Chun 1994; Georgakopoulou 2011). Such extended changes call for a renewed examination of the second/foreign language pedagogy and curriculum design in order to provide the necessary integration that may fit the new technology-enhanced setting (Dirckinck-Holmfeld, Hodgson & McConnell 2012), especially in the first and most fundamental step, i.e. needs analysis. The centrality of needs analysis in course design has been acknowledged by several scholars (e.g. Munby 1978 Hutchinson and Waters 1987, West 1994, Seedhouse 1995, Jordan 1997, Dudley-Evans and St. John 1998). However, while Second Language Acquisition authors have extensively written on needs analysis applied to primary and secondary education, very few studies are available as to how needs analysis can be applied to tertiary education. Different approaches to needs analysis exist, yet, to the best of our knowledge, none of them alone attempts to investigate the needs of learners in second/foreign language programs based on computer-mediated communication in a networked learning setting. This paper aims at filling this gap. After going through current literature on needs analysis, we identified Dudley-Evans and St. John’s concept of needs analysis as the starting point of our investigation as it encompasses previous approaches and is open to extension, especially in those areas in which it falls short. This study, therefore, contributes to complementing Dudley-Evans and St. John’s essential building blocks of needs analysis with three additional ones – which address specific CMC skills, epistemic and information fluency – identified when designing EFL/ESL courses for BA and MA programs in Translation and Communication Studies in the course of the past ten years. Although the study is inherently qualitative, it is grounded on the quantitative data collected in each of the courses – thirty altogether – which substantiate the results of the investigation. The newly defined building blocks can be used to integrate the information gathered from a needs analysis, and will help teachers to further clarify the purposes of their language programs so that they address the needs of today’s connected learners.

References:
[1] Chun, D. (1994). Using computer networking to facilitate the acquisition of interactive competence.
[2] Dirckinck-Holmfeld, L., Hodgson, V., & McConnell, D. (2012). Exploring the Theory, Pedagogy and Practice of Networked Learning.
[3] Dudley-Evans, T., & St. John, M. (1998). Developments in ESP: A multi-disciplinary approach.
[4] Georgakopoulou, A. (2011). Computer-Mediated Communication.
[5] Laurillard, D. (2002). Re-thinking University Thinking: A Conversational Framework for Effective use of Educational Technologies.
[6] Seedhouse, P. (1995). Needs analysis and the general English classroom.
[7] West, R. (1994). Needs analysis in language teaching. Language
[8] Yang, Y. (2010). Computer-assisted Foreign Language Teaching: Theory and Practice.
[9] Zhao, Y. (1996). Language learning on the world Wide Web: toward a framework of Network Based CALL.
@InProceedings{GABALLO2014NEW,
author = {Gaballo, V.},
title = {NEW CHALLENGES IN DESIGNING SECOND/FOREIGN LANGUAGE PROGRAMS IN A NETWORKED WORLD},
series = {8th International Technology, Education and Development Conference},
booktitle = {INTED2014 Proceedings},
isbn = {978-84-616-8412-0},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {10-12 March, 2014},
year = {2014},
pages = {4384-4391}}
TY - CONF
AU - V. Gaballo
TI - NEW CHALLENGES IN DESIGNING SECOND/FOREIGN LANGUAGE PROGRAMS IN A NETWORKED WORLD
SN - 978-84-616-8412-0/2340-1079
PY - 2014
Y1 - 10-12 March, 2014
CI - Valencia, Spain
JO - 8th International Technology, Education and Development Conference
JA - INTED2014 Proceedings
SP - 4384
EP - 4391
ER -
V. Gaballo (2014) NEW CHALLENGES IN DESIGNING SECOND/FOREIGN LANGUAGE PROGRAMS IN A NETWORKED WORLD, INTED2014 Proceedings, pp. 4384-4391.
User:
Pass: