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PLENARY SPEAKERS
Phil Hubbard Stanford University
Phil Hubbard is Senior Lecturer in Linguistics and Director of English for Foreign Students at Stanford University. A professional in computer assisted language learning (CALL) for over 25 years, he serves on the editorial boards of four major CALL journals and currently focuses on the areas of CALL listening, learner training, and teacher education. He has served TESOL on the CALL Interest Section Steering Committee and the Technology Advisory Committee, and is currently a member of the TESOL Technology Standards Task Force. He has recently edited Computer Assisted Language Learning: Critical Concepts in Linguistics, a four-volume series published by Routledge containing a collection of key articles from the field.
Exploring the Potential of Online Listening
The 1980s saw a surge of interest in listening techniques and procedures, driven by Krashen’s influential input hypothesis, the spread of VHS video and the development of strategy-based approaches to listening. Relative to its heyday, however, there has been much less development in recent years of listening as a separate skill. Ironically, this has occurred at the same time that vast amounts of audio and video material for English have become freely available online. Utilizing the Web, language teachers can build core and supplementary lessons, and learners can increase their listening proficiency, improve their language base, and expand their cultural understanding in ways not previously possible. Although this resource holds great promise, the research and practice literature for online listening remains limited. In this talk, I first describe the current state of listening in terms of both the range and types of audio and video as well as the supporting materials and applications available. I then review some of the theory and research relevant to this area and illuminate several key issues. In the remainder of the talk, I describe how online listening resources have been integrated into an advanced listening class, illustrate novel techniques and procedures, and suggest directions for future development of this area.
Carol Chapelle Iowa State University
Carol A. Chapelle, Professor of TESL/applied linguistics, is Co-Editor of the Cambridge Applied Linguistics Series. Her research explores issues at the intersection of computer technology and applied linguistics. Recent books are Computer applications in second language acquisition: Foundations for teaching, testing, and research (Cambridge University Press, 2001) and English language learning and technology: Lectures on applied linguistics in the age of information and communication technology (John Benjamins, 2003). Other books focus on language assessment and research methods: Assessing language through technology (Chapelle & Douglas; Cambridge University Press, 2006), Inference and generalizability in applied linguistics (Chalhoub-Deville, Chapelle & Duff, editors; John Benjamins Publishing, 2006), ESOL tests and testing: A resource for teachers and administrators (Stoynoff & Chapelle; TESOL Publications, 2005). Her most recent books are Building a validity argument for the Test of English as a Foreign Language (Routledge, 2007) and Tips for teaching with CALL (Pearson-Longman, 2008).
She is Past President of the American Association for Applied Linguistics (2006-2007) and former editor of TESOL Quarterly (1999-2004), Her papers have appeared in journals such as TESOL Quarterly, Language Learning, Language Testing, and Language Learning & Technology, as well as in Handbooks and Encyclopedias of Applied Linguistics. She teaches courses in applied linguistics at Iowa State University and has taught in Arizona, Denmark, Hawai’i, Michigan, Spain, and Canada. She has lectured at conferences in Canada, Chile, England, France, Japan, Iceland, Mexico, Morocco, Scotland, Singapore, South Korea, Spain, and Taiwan.
What does computer technology offer for TESOL?
Why do so many teachers like the way that computer technology helps provide learners with valuable language learning experiences? I will describe how technology can offer learners comprehensible input, help with comprehension, feedback on performance and meaning-focused conversation. Examples come from research and practice which has explored multimedia computer-assisted language learning and computer-mediated communication. These examples offer some new ideas for expanding language learning activities and demonstrate how important the teacher is in helping students learn English with computer technology.
