柴能

【Abstract】With the introduction of virtual technology，the traditional method of language teaching and learning has been revolutionized.This paper introduced the concrete examples of using virtual technology in second language learning.The author concludes that virtual technology contributes greatly to language learning.

【Key words】Virtual technology； second life； language learning

1.Introduction.With the advances in computer technology， virtual technology gets more and more attention in the field of language learning and teaching.It plays the role of immersing language learners in authentic language tasks which have real consequences for them.Here several articles are examined to determine the theoretical foundation and applications of virtual technology in language learning.

2.Virtual Classroom.Lohr （2001）described how the virtual classroom functioned for Romanian college students who were learning German writing.Strictly speaking，it was a form of distant language education，in which students in Alexandru Ioan Cuza University of Iasi in Romania were taught by teachers in its German partner university，the University of Konstanz.Students and teachers met face to face on the computer screen to overcome the physical distance.They could communicate with each other through text chat.Lohr illustrated how to teach fairytale writing online in the virtual classroom.There was also an accompanying course website online to provide necessary information.

3.Second life.Blasing （2010）conducted a detailed study on how second life could be integrated into second language teaching and its impact on learners identity and cultural issues.Second life is a web-based virtual world，where people can take different identities other than those found in real life.Individuals select avatars as to represent themselves in the virtual world，and to communicate with each other.Blasting selected a Russian community，Moscow Island，to conduct this study.Learners could get contact with native speakers，and negotiation of meaning could take place as in natural language acquisition.Avatars could be managed so as to change the appearance，the costume and the facial expression and body language to mimic the real communication in real life.Because of the authenticity felt by the language learners，Second Life could create the real consequences existing in real communication.

4.Edubba.Reeder （2010）explained in his article how Edubba，a virtual city，could be employed to motivate language learning.Reeder put the study in the framework of task-based language teaching to check whether the activities provided in Edubba could be regarded as real tasks in Rod Ellis distinction between tasks and exercises.Edubba was also an example of intelligent CALL，which makes attempts to “get the system to process language in a way that approximates，or appears to approximate，to that used by human beings”.Edubba used the technology of natural language processing to enhance the authenticity of language tasks，making the tasks just as real as those would happen in real life.The main tasks in Edubba were writing reports for the city newspaper.The writing tasks were designed in such a way that different phases of writing and collaborative creation were combined.Leaners activities in the virtual city were free，but were also controlled like those activities in classroom.Again，the authenticity was emphasized in the instructional design of Edubba to have the immersion power.

5.3D multi-user virtual world.Lbá?ez （2011）explored the issue of deploying 3D multi-user virtual world to learn Spanish.A 3D multi-user virtual world provides a shared，realistic，and immersive space where learners，by means of their avatars，can explore，interact，and modify the world.Lbá?ezs case study used Open Wonderland to design a virtual world imitating the city of Madrid，where learners would learn Spanish in an immersed environment.The design of cultural sights was based on the combination of both constructivist learning： situated learning，collaborative learning.In the Open Wonderland，learners were represented by avatars，which can be customized to be more attractive.3D objects and non-player character were deployed in the virtual world to provide linguistic materials.There were also chat robots with which learners could practice speaking.

6.Conclusion.As the simulation of real world，virtual world naturally attracts attention from those educators emphasizing the importance of sociocultural factors in language acquisition.Sociocultural theory and constructivism were used as the main theoretical foundation in language learning in virtual world.When the virtual world is approaching real world infinitely，the proficiency of L2 would be approaching that of L1 spoken by the native speakers infinitely.

References：

[1]Blasing，M.T.（2010）.Second Language in Second Life： Exploring Interaction，Identity and Pedagogical Practice in a Virtual World.Slavic & East European Journal，54（1），96-117.

[2]Lbá?ez，M.B.，García，（2011）.Design and Implementation of a 3D Multi-User Virtual World for Language Learning.Journal of Educational Technology & Society，14（4），2-10.

[3]Lohr，D.（2001）.A Virtual Language Course Via the Internet： An Example of Good Practice.Higher Education in Europe，26（4），547.

本文是2014年度省級(jí)本科教學(xué)工程項(xiàng)目之教學(xué)內(nèi)容和課程體系改革項(xiàng)目《地方高校大學(xué)英語實(shí)踐教學(xué)與學(xué)生思辨能力培養(yǎng)實(shí)訓(xùn)研究》階段性成果。