Summer 2013 - The Independent Schools' Modern Language ...

a normal class”. The only downside has been when the headsets don’t work
properly and time is wasted, but I’ve been told that headsets that plug in
with a USB connection are much better, so I’ll be investing in some of those
soon.
Despite the fact that the primary aim was not to improve their language, but
to reduce their anxiety - which was a barrier to learning - some initially questioned
how much they would learn if they couldn’t correct each other. Research
suggests that when non-native speakers (NNS) are put together, they
work harder to negotiate meaning, making it a “good forum for obtaining
input necessary for acquisition” (2). On the other hand, a native speaker
(NS) or expert may use a variety of strategies to keep a conversation going,
such as using simplified language, ignoring mistakes and tolerating irrelevant
answers, thereby reducing the authenticity of their input (3). In such dialogues,
a NNS will always be in the inferior position, and may pretend to understand
to avoid embarrassment, whereas with another NNS, they recognize
their “shared incompetence” and are less intimidated. After sharing this research
with the girls, I found they became increasingly proactive in Skype
sessions and increasingly articulate in how they evaluated its usefulness,
saying things like “it takes the pressure off because if you make a mistake
it's not embarrassing as the other person also makes mistakes”, and “I felt I
could correct and help the other person”.
Although the idea is not a million miles away from the old language lab pairing
function, such software is precisely for use in a language-lab, whereas
Skype is an everyday communication tool with obvious real-life relevance,
and using webcams greatly increases the fun factor. They are also encouraged
to multitask by having various windows open at once (an online dictionary,
a word doc to take notes) which suits they way they are accustomed to
working with computers, while wearing headphones makes them focus more
and not get distracted by what is going on around them.
Skype is increasingly being used in MFL classrooms and while the next step
would be to establish authentic on-line exchanges with students in Spain or
perhaps learners of Spanish in other countries, for now, it is proving to be a
successfully student-centered, ICT-based approach to oral work that builds
confidence and encourages girls to be more collaborative and reflective in
their learning. As one girl simply put it, “the point is to spend more of the
lesson orally participating without all eyes on you.”
Helena Matthews The Godolphin & Latymer School
(2) Varonis, Evangeline Marlos, and Gass, Susan, Non-native/Non-native Conversations: A Model
for Negotiation of Meaning (1983: Applied Linguistics, Vol. 6, No. 1)
(3) Long, Michael, H. Native speaker / non-native speaker conversation and the negotiation of
comprehensible input (1982: Applied Linguistics, Vol. 4, No. 2)
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