| WebQuests
offer good internet-based language learning opportunities because they provide
learners with exposure to authentic material, meaningful content and possibilities
for real communication in the target language. (Stoks, 2002:1) |
| The
WebQuest
model seems to be a useful strategy to supply the conditions that according to
Willis (1996) can be essential for language learning: Exposure,
use and motivation, then, are three essential conditions for language learning.
One without the others, or even two without the third, will not be sufficient.
[…] we have a fourth condition, which, although not totally essential, is
highly desirable. […] It is generally accepted that instruction which focuses
on language
form can both speed up the rate of language development and raise
the ultimate level of learners’ attainment. (Willis, 1996:15) However,
the fourth condition: instruction is not a explicit component of the original
WebQuest model. | | |
PROBLEMS of
the original model of WebQuest in an L2 learning context* |
SOLUTIONS:
A NEW model of WebQuest for L2* | |
When it comes to perform a WebQuest in a Second Language, the L2 becomes more
an enemy than a friend, that is, a hindrance to do the task.
The thinking processes in an L2 are more complex; |
Adapting the complexity of the task to the student level. In fact,
we
should be realistic and do not plan tasks that exceed too much the level of self-confidence
and motivation of the students. | | |
|
L2 speakers spend more time in the comprehension and coordination of ideas
than L1 speakers. |
Integrating the WebQuest in
the context of a bigger learning unit, which starts before carrying out the
WebQuest and still can continue after it is finished. Supplying
more background information about the topic. |
|
Direct instruction is the fourth condition required to learn an
L2 and is not present in the original model of WebQuest:
|
Providing abundant
and firm scaffolding: apart from all type of guides that support the student
in the development of the process it self, this will include lexical and syntactical
support, such as lists of words, guiding questions, grammar help, etc. |
*
Pérez Torres, M. I. 2005. Diseño de Webquests para la Enseñanza/Aprendizaje
del Inglés como Lengua Extranjera: Aplicaciones en la Adquisición
de Vocabulario y la Destreza Lectora. Granada: Servicios Editoriales de la Universidad
de Granada. [CD-ROM]. 
|
