Developing L2 productive language skills online and the strategic use of instructional tools

被引:36
作者
Payne, J. Scott [1 ]
机构
[1] ACT Inc, Valid & Efficacy Res, 500 ACT Dr, Iowa City, IA 52243 USA
关键词
second language acquisition; distance learning; blended; hybrid learning; computer-assisted language learning; best practices; COGNITIVE LOAD THEORY; STUDENT PARTICIPATION; PROFICIENCY; FLUENCY; TEXT; CMC;
D O I
10.1111/flan.12457
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Sequencing language production activities based on the inherent cognitive load of each activity type can improve student performance and self-efficacy on high cognitive load language tasks like conversational speech (either face-to-face or via video chat). This ordering according to cognitive difficulty can scaffold learners in their development of second language (L2) productive skills. This article provides a research-based rationale for this approach and includes several practical suggestions for how to design a rigorous and engaging online language course.
引用
收藏
页码:243 / 249
页数:7
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