OPTIMAL PSYCHOLINGUISTIC ENVIRONMENTS FOR DISTANCE FOREIGN LANGUAGE LEARNING

TLDR

Rational choices among many technology options for foreign language teaching should be based on psycholinguistic considerations, guided by the ten methodological principles of Task‑Based Language Teaching, which align with SLA research and aim to develop functional proficiency without sacrificing accuracy. The study seeks to identify which technological advances foster an optimal psycholinguistic environment for language learning and which are less effective. The authors define and motivate TBLT’s ten principles and illustrate how they guide technology selection for distance learning of less commonly taught languages.

Abstract

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.