Transcript Speaking - ELT and Technology

Getting Your
Students Speaking
Harnessing the
Giving
power
of
Students
A
blended learning
Voice
and new
technologies
From
Input
To
Uptake
Online
Resources
What’s On Tap
•
•
•
•
•
•
•
Potential
Why get students speaking online?
Types of delivery options
Best practices
Blended ideas / activities
Websites / Tools
Overview
Q and A
New Possibilities
What
If?
Why?
Why the need
for students to
speak online?
Rationale
Merrill Swain
Output reinforces
fluency by
1.Practice
2.Noticing + CF
3.Hypothesizing
4.Habituation
Rationale
More Reasons
Motivation
Repetition
Feedback / Monitoring
Evaluation
Self Directed Learning
Efficacy / Fairness
Low Affective Filter
Rationale
What options are available?
What types of
blended learning
can teachers
implement ?
Options
What options are available?
Synchronous
Asynchronous
Options
What options are available?
Audio / Video
Video only
Audio only
Websites
Devices
Lab / Class /
Home
Options
Standards
What is the
Gold
standard?
Best
Practices
Standards
Make it official
Give Ss choice
Demo in class
Provide a model
Hardware
Set standards
Best
Practices
Lesson Planning
How can
teachers make
this part of their
online learning?
Activities
&
Ideas
Lesson Planning
Performances / Role plays
Record the Textbook
Reading for the class
Picture Prompts / Response
Mimicking | Singing
Skype in the Classroom
Opinions / Presentations
Student Feedback
Activities
&
Ideas
Online
Resources
EnglishCentral
Top 3
Voicethread
Top 3
Voxopop
Top 3
Bubblejoy
Video
Postcards
Eyejot
Video
email
Audioboo
Audio
Only
Chirbit
Audio
Sharing
Evoca
Audio
Drop Box
Vocaroo
No Frills
Audio
Fotobabble
Speaking
Photos
Mailvu
Video
Email
Intervue
Video
Convo
Lingt
LMS
Courses
Present.me
Flipped
Curriculum
Screenr
Website
SingSnap
Songs
Singing
Woices
Location
Based
Wetoku
Duo
Interviews
Scribblar
Real Time
Whiteboard
Skype in the Classroom
Record!
Real Time
Convo
Tutorials
PD
Further Thoughts
Discussion
Q and A
on technology
Let’s
Talk
http://eltandtech.pbworks.com
[email protected]
http://bit.ly/h4geqP
Contact
More....
Further Reading
Brown, Jeremy, Noticing: Is it a valid concept? TESL-EJ, 2002
Heift, Trude, Corrective Feedback and learner uptake in CALL,
Cambridge Univ. Press, 2004.
Long, M.H., Problems in SLA, 2006
Pica, T., Holliday, L., Lewis, N., & Morgenthaler, L. (1989).
Comprehensible output as an outcome of linguistic demands on the
learner. Studies in Second Language Acquisition, 11, 63–90.
Pica, T., Lincoln-Porter, F., Paninos, D., & Linnell, J. (1996). Language
learners’ interaction: How does it address the input, output, and feedback
needs of language learners? TESOL Quarterly, 30, 59–84.
Swain, M. (1985). Communicative competence: Some roles of
comprehensible input and comprehensible output in its development. In S.
Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235–
253). Rowley, MA: Newbury House.
Research
Further Reading
Schmidt, R. (1983). Interaction, acculturation, and the acquisition of
communicative competence. In N. Wolfson & E. Judd (Eds.),
Sociolinguistics and language acquisition (pp. 137-174). Rowley, MA:
Newbury House.
Swain, M. (1995). Three functions of output in second language
learning. In G. Cook & B. Seidlhofer (Eds.), Principles and practice
in applied linguistics (pp. 125–144). Oxford: Oxford University Press.
Swain, M. (2005). The output hypothesis: Theory and research. In E.
Hinkel (Ed.), Handbook of research in second language teaching and
learning (pp. 471–483). New York: Routledge.
Swain, M., & Lapkin, S. (1995). Problems in output and cognitive
processes they generate: A step towards second language learning.
Applied Linguistics, 16, 371–391.
Taddarth, Assma, Recasts, Uptakes and Learning: Effects and
Relationships. 2010
References