Optimal Psycholinguistic Environments for Distance Foreign Language Learning
By C. Doughty, Michael H. Long. Language Learning & Technology, 2003
448 citations recorded by the source corpus.
Rational choices among the numerous technological options available for foreign language teaching need to be based, in part, on psycholinguistic considerations. Which technological advances help create an optimal psycholinguistic environment for language learning, and which may be innovative but relatively unhelpful? One potential source of guidance is offered by the 10 methodological principles of Task-Based Language Teaching (TBLT; Long, 1985, and elsewhere), each realizable by a variety of pedagogic procedures. Interest in TBLT derives from several sources, including its responsiveness to learners' precisely specified communicative needs, the potential it offers for developing functional language proficiency without sacrificing grammatical accuracy, and its attempt to harmonize the way languages are taught with what SLA research has revealed about how they are learned. TBLT's 10 methodological principles are briefly defined and motivated, and illustrations provided of how the principles can inform choices among technological options in the particular case of distance learning for the less commonly taught languages.
Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/214a96af10a7aaedc17023a48f63b57b28975cd4
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Citations in the corpus
- The Relationship between Second Language Acquisition Theory and Computer-Assisted Language Learning. (2009, background): “Doughty and Long (2003) built the conceptual bridge from theory to materials by outlining methodological principles of task-based language for use with technology.”
- Materials evaluation and design in language teaching (2002, methodology): “Early results suggest that tasks can be designed in principled ways to enhance language acquisition and to variably develop learners’ L2 complexity, accuracy or fluency (Bygate, Skehan & Swain 2001; Robinson 2001; Doughty & Long 2003).”