Transcript SNHU EFL 537 CALL - پژوهشگاه ملاصدرا

by Lyra Riabov
Authentic Tasks
Internet and Language Learning
Presented by:
Ozlem Durmus
Lynette Chen
Cindy Yu
Topics Overview
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Authentic Language Learning Tasks
(Ozlem)
Communicative Skill Building Tasks (Cindy)
Content Area Tasks (Cindy)
Instructional Aspects of Software Evaluation
(Ozlem)
Technology and Second Language Teaching
(Lynette)
Computers and Language Learning (Lynette)
Authentic Language Learning
Tasks
What is a task?
 Classroom
activity
 Must have a goal
 Carried out through engagement in goaloriented behavior
Task in the language classroom
 Learners
must use the target language
to accomplish the task
 Communicative task involves
construction and interpretation of
linguistic meanings
 Example: finding out about prices of
plane tickets to a specific destination
Authenticity
 Language
and tasks that are likely to be
encountered out of class
 Authentic language in classroom?
(teachers decide and assign grades)
 Classroom tasks are more narrowly
focused than out-of class tasks
Frames of a Second Language
Task
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Goal
Process
Topic
Location
Duration
Examples:
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http://webquest.org/
http://www.ardecol.acgrenoble.fr/english/ellisislandwebquest.htm
Empirical Investigation of Oral
Texts
 Describing
students’ classroom language
and behavior
 Mainly oral language is examined
Aspects of Investigation
L2 Task-based Texts
 Input
to the learner: comprehension of
messages, acquisition of L2 forms,
pragmatics
 Comprehensible Input (Krashen, 1982)
 Learner’s
output: morphology and syntax
 Interaction: between learner and
interlocutor
Benefits of output
 Comprehensible
output: production of
language in order to achieve a
communicative task goal
 Output feedback  modification 
 Internalization of new forms, and
 Improvement of accuracy
Interaction
Modification requests:
 Clarification request
 Restatement
 Definition
 Explanation
 Enhancing understanding
Descriptive Categories for ELL
 Pragmatic
function
 Linguistic characteristics
 Quantity
 Nonlinguistic moves and forms
 Medium
Ex: Oral interaction during jigsaw
activity
Descriptive Category
Pragmatic
role
Linguistic
characteristi
c
Quantity
Nonlinguistic
characteristi
c
Medium
Its wall is
completely
white
Description
Simple
declarative
present tense
Short turn
---
Spoken faceto-face
Completely
white?
Signal
Noun phrase
Short turn
---
Spoken faceto-face
Yeah
completely
white
Repetition
Noun phrase
Short turn
---
Spoken faceto-face
It looks no
wood
It looks ah
concrete
Expansion
(more
information)
Simple
declaratives
More complex
syntax:
“looks” (like)
Short turn
---
Spoken faceto-face
Oral Text
Communicative Skill-building
and Content-area Tasks
Communicative Skill-building
Tasks in CALL Environments
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Teaching Reading Skills with Technology
Teaching Writing Skills with Technology
Teaching Listening Skills with Technology
Teaching Speaking Skills with Technology
Teaching Grammar with Technology
Vocabulary Teaching with Technology
Reading Skills of Finding
Information
Simulations
SimCity
SpeedReading
Software
Speedreading
Software
The World
Wide
Website
(WWW)
Web Search
Engine, such
as Yahoo!
http://www.y
ahoo.com/
and Google
http://www.g
oogle.com/
Hypermedia
Software
for
Extensive
Reading
Text,
Storyboard
graphics,
and Eclipe
sound, video,
or a
combination,
e.g.
Hyperstory
Teaching Writing Skills with
Technology
Teachers are constantly looking for
ways to motivate writers to reach
inside themselves, connect to what
they are writing and touch their
audience so that they can make
writing a communicative and
authentic task.
Increase Motivation
Have students write E-mail to Keypal
 Class projects can be put in public space,
such as newsletter distributed in the
library or published on the World Wide
Web
 Students can participate in mailing lists or
newsgroups or post a message to a class
newsgroup.
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Improving Communication
 Prewriting
 Establishing
and visualizing the audience
 Writing to expectations, particularly
academic and business expectations
 Using peer review
 Revising
 Editing
Example Website and
Software
 Website:
＊Online Writing Lab:
http://owl.english.purdue.edu/owl/
 Software:
＊Audio Recording
＊Online dictionaries, thesauruses, and
style and
grammar checkers
Teaching Listening Skills with
Technology
The Internet
Software for Listening
Practice
＊CDictation
Voice of America
http://www.voanews.com/english/po ＊ HyperACE Advanced
rtal.cfm
＊ Project Connect
Internet Movie Database
http://us.imdb.com/
Teaching Speaking Skills with
Technology
Speech
Recognition
Simulations
Pair or
Small-Group
Tasks
Video
Speech
recognition
-Triple Play
Plus! English
-Dynamic
English
-See it! Hear
it! Say it!
-Practice
Makes
Perfect
French
＊Where in
the World
Is Carmen
Sandiego?
＊Decisions,
Decisions
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Collaborative Digitize
writing
d video
＊Gap filling
＊Whole-text
reconstructio
n
＊Some
competitive
word games
Pronunciation
Software
＊Accent Lab
＊TEAM:
Technology-Enhanced
Accent Management
Program
＊VideoVoice
＊SpeechViewer III
Teaching Grammar with
Technology
On-line
Writing
Software with
a Narrow
Scope
Hypertext
Concordancing
Software
＊E-mail
Grammar or
Language Now! ＊MicroConcord
style checkers
＊Multiuser
＊MonoConc
object-oriented
＊Conc
domains (MOOs)
＊IRC
Content-area Tasks in CALL
Environments
The software of both liberal arts
and science that support
authentic task and activities for
the language learn at a wide
variety of levels in all content
areas.
Games for Language and
Strategy
Games that Improve estimating abilities,
deductive and inductive reasoning, and
prediction strategies, such as Thinkin’ Things
Collections, meet many criteria for authentic
tasks.
 Word games, such as Hangman or Hangman
Plus, and crossword puzzle software can help
students practice vocabulary.
 Language games can be used in content
courses to help students practice definitions,
collocations. part-to-whole relations, and so
on.
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Simulations for the Social
Sciences
Low level-The goal of SimCity is to handle the
results of the council's decisions during
construction.
 Advanced level- extend the concept of the case
study by providing enormous amounts of data
with experiment and offering changes based on
students’ input, such as Capitalist Pig and
American Online.
 Tom Snyder Productions (TSP) and Decisions,
Decisions, suitable for high school students,
encourage them think via decide-making process.
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Search and Research in the
Sciences
The best programs with the multimedia
support makes students appropriate to a
sheltered language context.
 TSP and cultural debates, mainly for
Grades K-12 but adaptable for adult
learners, are particularly good sources of
science materials.
 Steck-Vaughn/Edunetics product, Message
in a Fossil and Destination: Rain Forest
(Ocean) for middle schoolers, can be
enjoyed in a whole language approach.
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The
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Music
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Art
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Literature
Reference Software and Web
Sites for Content Searches
Teachers must develop lesson
plans incorporating authentic
tasks that will motivate students
to seek the information of
reference software and website.
Content-based Tasks
for On-line Learning
On-line learning can not only
enhance students’ language
practice but also gain
extracurricular knowledge on it.
Instructions of Content-based
Multimedia Task
 Define
a topic, describing what you
already know and what you hope to
discover.
 Perform research within certain
parameters. Describe how and where
you searched and what resources were
most useful.
 Present the results of the search.
Curricular Exchanges at a
Distance
The success of the project
depends less on the technology
than on teachers communicating
clearly about goals, scheduling ,
and the content of the curriculum.
Discussion Question
 How
can EFL teachers use all of
technologies in reading, writing,
listening, speaking, grammar, and
vocabulary in the CALL environment?
 Self-correct
is a process on learning
language. How can these software boost
students evaluating their own learning?
Instructional Aspects of
Software Evaluation
Points to consider
 Replacing
the human teacher???
 Setting: independent lab study, at home,
classroom, computer lab
 Determine goals
 Examine the presentation: audio, video,
vocabulary, context, etc.
Criteria for Software EvaluationFEASIBILITY
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Will the software run on your computer and
platform? (operating system, RAM, CD-ROM
drive, etc. )
Will the software run on your network?
(network or stand-alone version)
Can the software be made available to many
students?
Does the software require internet access?
(plug-ins: Shockwave, etc.)
Can you afford the software?
Criteria for Software EvaluationQUALITY
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CONTENT:
What is the goal of the software? Is it
consistent with yours and that of your
students?
Is the level appropriate?
Is the content accurate?
Is the material culturally appropriate?
Does the software accommodate the
students’ learning styles and preferences?
Is the software interesting?
How flexible is the sofware?
Criteria for Software EvaluationQUALITY
 FORMAT:
 Is
the interface consistent?
 Is the screen display effective?
 In drill software, are the motivational
devices effective?
Criteria for Software EvaluationQUALITY
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OPERATION:
Is the software easy to use? Are the tasks
and directions clear?
Does the software allow text and graphics to
be printed?
How much control are the learners allowed?
Are the quality and degree of feedback
adequate?
What kinds of records does the software
keep?
Technology and Second
Language Teaching
by
Mark Warschauer and Carla Meskill
Presented by
Lynette Li-hui Chen
Date: January 26, 2006
Networked multimedia computing and the
Internet
What have students done with technology in language
learning ?
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Use e-mail with counterparts to plan a bilingual Web site.
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Conduct online news groups to learn background cultural.
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Use real-time computer-assisted discussion to gain additional
writing practice in class.
A Brief History of Technology and Language Learning
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The grammar-translation method have made some changes:
from blackboard→ overhead projector → early computer software programs.
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The audiolingual method - repetition drills - the 1970s and '80s .
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By the late 1970s, repetitive drills which focused only on language form and
ignored communicative meaning achieved poor results.
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The 1980s and 1990s - Communicative Language Teaching.
- emphasizes student engagement in authentic, meaningful interaction.
- There are two distinct perspectives are emphasized
(1) Cognitive Approaches
(2) Sociocognitive Approaches.
Cognitive Approaches
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An individual psycholinguistic act.
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A mental model of a language system.
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Errors are seen as natural byproducts.
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Learners can construct their own
cognitive models of the language.
How Do Technologies Support a Cognitive Approach to
Language Learning ?
(1)
Allow learners maximum opportunity to be exposed
(2)
Construct learners’ own individual knowledge.
to language in meaningful context.
Examples:
What types of technologies are mentioned?
a. Text-reconstruction software.
b. Concordancing software.
c. Multimedia simulation software.
a. Text-reconstruction Software
- allows teachers to provide students various texts in which
letters or words are either missing or scrambled. Students
work alone or in groups to complete or re-arrange the texts,
thus supporting a process of mental construction of the
linguistic system.
Example:
Missing Letters of the Alphabet
http://www.kidport.com/Grade1/LanguageArts/Workbook/Lan
g1_MissingLetter.htm
Unscramble the Words
http://www.kidport.com/Grade1/LanguageArts/Workbook/Lan
g1_Unscramble.htm
b. Concordancing Software
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allows teachers or students to search through small or large
texts to
look for instances of the actual use of particular words.
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Concordancers are supplements to dictionaries in that they help
illustrate the usage of a word, rather than just its definition.
Example:
The Free Dictionary By Farlex
http://www.thefreedictionary.com/regardless
WordReference.com
http://forum.wordreference.com/showthread.php?t=18988
c.
Multimedia Simulation Software
- allows learners to enter into computerized microworlds with
exposure to language and culture in a meaningful audiovisual context.
Example:
Latest News In Video and Audio 民視新聞
http://www.ftvn.com.tw/
FTV English News Edition (Formosa News)
http://englishnews.ftv.com.tw/index.asp
Sociocognitive Approaches
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emphasize the social aspect of language acquisition
learning a language is viewed as a process of apprenticeship or
socialization into particular discourse communities (Schieffelin & Ochs,
1986; Gee, 1996).
Lesson 1： Making Breakfast 做早餐
http://www.liveabc.com/site/Online_Store/resource/essential_english/
essential_dialog.asp?sort=食衣住行
&lesson=01&course=Making%20Breakfast%20做早餐&seq=1
http://www.liveabc.com/index.asp
students need to be given maximum opportunity for authentic social
interaction, not only to provide comprehensible input but also to give
students practice in the kinds of communication they will later engage
in outside the classroom.
Advantages of using LiveABC’s CD-ROM learning programs:
http://www.liveabc.com/english/cd.asp
Why is the Internet a powerful tool for assisting a
sociocognitive approach to language teaching?
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The Internet is a vast interactive medium which can be used in a myriad of ways.
(1) Computer-Mediated Communication in a Classroom
- using the Internet to facilitate interaction within and across
discourse communities.
How does it work?
a. Through computer-assisted classroom discussion, such as
Daedalus Interchange by Daedalus, Inc. It is a program that
mimics other on-line chat or discussion environments.
(http://cai.ucdavis.edu/instruction/guide/chapter4.html)
The class
(1) meets in a networked computer lab,
(2) communicates through writing,
(3) types in their messages,
(4) and hits a key to instantly send the message to the rest of the class.
All the messages are listed chronologically on the top half of the screen and
can be easily scrolled through and re-read.
b. Through outside-of-class discussion. For example: E-MAIL or
conferencing systems. Special lists can be set up so that
students' messages get automatically forwarded to either a
small group or the whole class.
(2) Computer-Mediated Communication for Long Distance
Exchange
- it allows students the opportunity for target language
practice in situations where such practice might
otherwise be difficult.
- using e-mail and Web-based conferencing systems or
various types of software for synchronous chatting.
- the most effective exchange projects are ones that are
well-integrated into the course goals and are based on
purposeful investigation such as joint exploration of
culture, social conditions, film, or literature and often
result in some kind of collaborative publication (for
examples and discussion, see Cummins & Sayers,
1997; Sayers, 1993; Warschauer, 1995a; 1995b).
(3) Accessing Resources and Publishing on the World Wide Web
- The World Wide Web offers a vast array of resources from
throughout the world.
- in language education, it supports a sociocognitive approach by
helping immerse students in discourses that extend well beyond
the classroom, their immediate communities, and their language
textbook.
- Students can use Web pages as authentic materials for
conducting research on culture and current events (see for
example Lixl-Purcell, 1995; Osuna & Meskill, 1998) or for
gathering material for class projects and simulations (see for
example Deguchi, 1995; Rosen, 1995).
- Students can also publish their own work on the World Wide
Web, thus enabling writing for a real audience.
Whether or not technologies truly "work“?
Advantages
Disadvantages
1.The world of online communication is a
1. Investment of Money
Implementing new technologies in
education is expensive, such as
expenses for hardware, software,
staff training, and computer
laboratory maintenance.
2. Investment of Time
Spending enormous amounts of
time learning constantly-changing
software programs and trying to
figure out the best way to use
them in the classroom.
Taichung Municipal Hui-wen High School
vast new medium
2. New communications technologies are part
of the broader ecology of life at the turn
of the century.
3. The computer is a powerful tool for this
process as it allows students access to
online environments of international
communication.
http://mail.hwsh.tc.edu.tw/93web/studen
ts/index1.htm
3. Uncertainty of Result
Conclusions
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When appropriately implemented, new technologies provide the
means to help reshape both the content and processes of
language education.
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Appropriate use of new technologies allows for a more thorough
integration of language, content, and culture than ever before
and provides students with unprecedented opportunities for
autonomous learning.
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Siomon
http://www.hwsh.tc.edu.tw/teaching/english/index.htm
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The key to successful use of technology in language teaching lies
not in hardware or software but in "humanware"? (our human
capacity as teachers to plan, design, and implement effective
educational activity.)
QUESTIONS
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How can out-of-class (speaking) tasks be evaluated in
terms of effectiveness?
How valuable are student- created language tasks?
What type/parts of software can you imagine integrating
into your syllabus?
How can EFL teachers use all of the technologies in
reading, writing, listening, speaking, grammar, and
vocabulary in the CALL environment?
Self-correction is a process in language learning. How can
these software boost students’ evaluation of their own
learning?
What can we do if some of our students don’t have a
computer at home or don’t have an access to go online to
do their assignment?
Do you have an approach or suggestions to evaluate the
improvement of students’ four skills in learning a
language? Listening, speaking, reading, and writing?