Part 1: Unit 4

any                  pedagogical approaches that would benefit the learners. Would              there be an argument for blending pedagogical approaches?

n instructional design approach/ instructional design approaches which                  might best fit the context issues described.

what strategies would the learners described in the above case                  study need in order to benefit from the blending of face-to-face                  and virtual environments? When and how would those strategies                  be taught?

any                  technologies that might cater for the needs of the learners and                  ways they may relate to both the virtual and face-to-face environments?

Communities of enquiry, cognitive presence, and social presence

Chapelle hypotheses

As Garrison and Kanuga argue social and cognitive processes need to be underpinned by metacognitive processes and the Chapelle hypotheses relate also to those.

The                      linguistic characteristics of target language input need to be                  made salient.
Learners                  should receive help in comprehending semantic and syntactic aspects                  of linguistic input.
                  Learners need to have opportunities to produce target language                  output.              
Learners                  need to notice errors in their own output
Learners                  need to correct their linguistic output               
 Learners                  need to engage in target language interaction whose structure                  can be modified for negotiation of meaning.                  
Learners                  should engage in L2 tasks designed to maximize opportunities for                  good interaction.                    
                   

                  
                

the                  extent to which the interrelationship between tasks done in class                  and tasks on the virtual sites is explicitly signalled in the                  virtual area.

the                  extent to which virtual language activities appear to be learner-centred                  and controlled by learners.

he role of the teacher(s)

the                  language skills areas and the strategies (relating to learners                  working autonomously) the sites seek to develop

ways                  that the sites correspond to hypotheses in the Chapelle framework.

Part 1: Unit 4 - The Diigo Meta page

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