Graphics Programs Reference
In-Depth Information
A Theoretical Framework for
Foreign Language Teaching
and Recommendations
SL, such as Avatar English (www.avatarenglish.
com), Confucius school in SL in Michigan State
University (http://vudat.msu.edu/1500/), SL can
be used in foreign language teaching to enhance
the acculturation process of students in the 3-D
virtual learning environment, such as taking part
in cultural activities in the virtual reality and role-
playing in the seemingly real cultural environment
of the target language.
Language Leaning, Culture, and SL as
a Social and Cultural Phenomenon
Language is one aspect of the culture of a particular
ethnic group and that the relationship of that to
the learners' language community is extremely
important. Schumann's (1978) research argued
that social and psychological distance between
the second language learner and the target lan-
guage community plays a major role in second
language learning, the speech of the second lan-
guage learner is restricted to the communicative
function (Schumann, 1978). The implication of
Schumann's theory in foreign language teach-
ing is that students should be provided enough
opportunities to be exposed in the culture of the
target language. However, in Schumann's age,
it was not easy to do so since that could only be
achieved by limited ways, such as introducing
lessons involving local newspapers, cartoons,
advertisements, which could help to informally
lead to language acquisition at the same time.
The emerging technology, which usually has
more variety of medium, such as Second Life,
can provide more authentic cultural environments.
Multimedia and podcast can provide more
cultural topics. However, no single technology
is comparable to SL, which can almost provide
the other “real world” in the virtual reality. For
example, Mandarin learners are able to eat moon
cakes in China Town while talking with Chinese
native speakers in SL. Although some research-
ers like Stauble (1978) found rough correlation
between psychological distance and ESL profi-
ciency, others like Kelley (1982) found no rela-
tionship between acculturation and proficiency.
It is widely agreed nowadays that the importance
of cultural acculturation in the foreign language
learning process (Freeman & Long, 1991). From
the cases of foreign teaching and learning in
Language, Communication and SL as
a Platform for Role-Playing in Teaching
There is a need to focus on communicative profi-
ciency in language teaching and that Communica-
tive Language Teaching can fulfill this need. From
the perspective of foreign learners, Canale and
Swain (1980) pointed out that “communicative
competence” is an essential aspect of language
learning and its implication is characterized with
strong emphasis on interaction, either between
peers or between teachers and students.
Generally, foreign language teaching in SL
focuses on communicative and contextual factors
in language use. The students are usually well
motivated to communicate with peers, teachers or
even native speakers. As Bryant (2006) found that
environments of language immersion have been
simulated and students are given the opportunity
to apply their language skills toward “real life”
goals within an extensive context. For example,
students can pretend to be waiters (waitresses),
shop assistants or even fictional character in SL in
virtual environments, such as restaurants, shops,
or even in a spaceship. That is why that it is not
surprising Holmberg and Huvila (2008) also found
a surprising observation outside the survey in his
study that some of the students used Second Life
on their own time to improve their language skills.
One of the students had spent a lot of time in the
French-speaking areas of Second Life exercis-
ing both her written and spoken French. It has
shown that students are tremendously motivated
to communicate with each other by using the
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