1.) What are the main ideas of the structural, cognitive and sociocognitive perspective to language learning?
2.) What is the role of the computer in each of these approaches?
Structural Perspective: Language learning is primarily seen as habit formation. Language production in speaking, reading, and writing is only focused on learning linguistic patterns in form of pattern drills and copying correct language structures. Consequently, only the product and not the learning process is of interest.
Role of the computer: Learning programms are based on “computer-as-tutor” model. Therefore, completing exercises is only meant for learning linguistic patterns with the focus on formal correctness, such as grammar exercises, regardless of any relation to the learners reality.
Cognitive Perspective: Errors are seen as an important instrument to “diagnose” the learners’ development status in language learning (e.g. overgeneralization in case of using “goed” instead of “went” -> learner is not yet aware of exceptions). The focus is on fostering the learners’ mental construct of a foreign language’s grammar by providing authentic and comprehensible content. In order to improve language skills, the learners need as much exposure to language as possible.
Role of the computer: Programms provide tools for language learning on the basis of problem-solving and hypothesis-testing. Thus, the learners are inspired to explore language and use their current knowledge in order to enlargen their language proficiency. The focus is on interaction with the computer.
Sociocognitive Perspective: The sociocognitive perspective goes a step further and includes social interaction, communication and authentic language use. The focus is on purposeful language learning as a process, not just receptive reading and listening.
Role of the computer: real communication -> writing e-mails; wiki: negotiation of meaning, collaborative process. The focus is on interaction between users via computer.
3.) Which of these approaches in your opinion can be best used with the web 2.0?
In my opinion, the sociocognitive approach ist most appropriate in connection with the use of web 2.0 for language learning purposes, because the learner is seen wholistically. In this sense, the approach is comparable to the ”construct” of web 2.0, where the web users interact as collective intelligence while the “community of practice” produces user-generated contend. Thus, a variety of meaningful and purposeful learner-centred tasks for language learning and production can be created. Furthermore, by interaction with other users the learners always get new impulses that foster their creativity.
