Application of Bruner's Cognitive Development Theory to Language Teaching in an Asynchronous Environment PROCEEDINGS
Barbara Lockee, Huaiying Gao, Virginia Polytechnic Institute and State University, United States
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
To begin learning a foreign language in an asynchronous environment can be particularly difficult, especially when that language is structurally and graphemically different than one's first language. As such, many American learners have difficulty learning the Chinese language. A usual first impression for them is that the Chinese characters are too difficult to learn. To solve this problem, a learner self-paced tutorial was created on the basis of Bruner's cognitive development theory. This tutorial is designed to convey the idea that learning Chinese is a feasible task and that learning Chinese is easier if one understands the character origins. By asking step-by-step questions, the tutorial guides the learners to generate their own learning models and discover the knowledge. The tutorial can serve as a model for other language instruction to demonstrate how cognitive development theory can be incorporated into asynchronous instruction as support the learning of a second language.
Lockee, B. & Gao, H. (2003). Application of Bruner's Cognitive Development Theory to Language Teaching in an Asynchronous Environment. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2003 (pp. 2661-2662). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2003 AACE