A Diagnostic Approach to Improving the Pedagogical Effectiveness of Tutorial CALL Materials

Written by
Peer-reviewed:
Permalink:
Language: English

© 2012 Research-publishing.net


Abstract

Teachers and students alike would benefit from self-access materials to free up lesson time for activities requiring live face-to-face interaction, but such materials must first undergo thorough testing and evaluation of their pedagogical effectiveness. The present study is part of an ongoing project to develop a series of self-paced, interactive online modules on the use of grammatical voice. Previous acceptability judgment data showed these materials to be effective for improving performance on sentences with animate subjects but largely ineffective or even detrimental in cases with inanimate ones. Thus, 10 returning participants were individually recorded re-attempting the same acceptability judgments, this time stimulated by structured interview questions to probe decision-making processes and thereby permit step-by-step analysis of conceptual understanding. The findings included common failure to grasp the role of personification in permitting false agentive subjects in English, conflation of the use of inanimate subjects with passive voice, and unawareness of relationships between grammatical case-marking and thematic relations.

Keywords: pedagogy-driven design, language pedagogy, content-based instruction.

References

Colpaert, J. (2006). Pedagogy-driven design for online language teaching and learning. CALICO Journal, 23(3), 477-497.

Hinkel, E. (2002). Why English passive is difficult to teach (and learn). In E. Hinkel & S. Fotos (Eds.), New perspectives on grammar teaching in second language classrooms. Hillsdale, NJ: Lawrence Erlbaum.

Johnson, N. H., & Lyddon, P. A. (In preparation). A concept-based approach to teaching grammatical voice in an English for computer science context.

Lyddon, P. A. (2011). Training Japanese university English learners for greater autonomy. In A. Stewart (Ed.), JALT2010 Proceedings (pp. 700-713). Tokyo: JALT. Retrieved from http://jalt-publications.org/proceedings/articles/1132-training-japanese-university-english-learners-greater-autonomy

Lyddon, P. A. (2012a). An evaluation of an automated approach to concept-based grammar instruction. EUROCALL Review, 20(1), 105-109. Retrieved from http://www.eurocall-languages.org/review/20/papers_20/24_lyddon.pdf

Lyddon, P. A. (2012b). An exploration of a technology-enhanced approach to teaching the concept of grammatical voice. Procedia – Social and Behavioral Sciences, 34, 137-141. Retrieved from http://www.sciencedirect.com/science/journal/18770428/34

Master, P. (1991). Active verbs with inanimate subjects in scientific prose. English for Specific Purposes, 10(1), 15-33. doi: 10.1016/0889-4906(91)90013-M

Negueruela, E. (2003). A sociocultural approach to the teaching-learning of second languages: Systemic-theoretical instruction and L2 development. Unpublished doctoral dissertation. The Pennsylvania State University. University Park, PA.

Owen, C. (1993). Corpus-based grammar and the Heineken effect: Lexico-grammatical description for language learners. Applied Linguistics, 14(2), 167-187. doi: 10.1093/applin/14.2.167

How to cite

Citation is provided in standard text format below. For full citation export options, click Export citation.

Lyddon, Paul A. (2012). A Diagnostic Approach to Improving the Pedagogical Effectiveness of Tutorial CALL Materials. In Linda Bradley, Sylvie Thouësny (Eds), CALL: Using, Learning, Knowing, EUROCALL Conference, Gothenburg, Sweden, 22-25 August 2012, Proceedings (pp. 192-197). Research-publishing.net. https://doi.org/10.14705/rpnet.2012.000051

Request permissions

This article is published under the Attribution-NonCommercial-NoDerivatives International 4.0 (CC BY-NC-ND 4.0) licence. Under this licence, the contents are freely available online (as PDF files) for anybody to read, download, copy, and redistribute provided that the AUTHOR(s), EDITORIAL TEAM and PUBLISHER are properly cited. Commercial use and derivative works are, however, not permitted.

Permission is not required for the republication of tables, figures or illustrations, as long as they are reproduced accurately and the source material is fully cited. It may be the case that the licence does not give you all of the permissions necessary for your intended use. If this is your current situation, please do feel free to ask Research-publishing.net at info@research-publishing.net.

From the same author

The flip side of flipped language teaching
Lyddon, Paul A.
doi:10.14705/rpnet.2015.000362
Mobile-assisted language learning and language learner autonomy
Lyddon, Paul A.
doi:10.14705/rpnet.2016.eurocall2016.579
Re-mediating postmillennial posters
Lyddon, Paul A.; Selwood, Jaime.
doi:10.14705/rpnet.2017.eurocall2017.713