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by Lyra Riabovby Lyra Riabov
Authentic Tasks Authentic Tasks
Internet and Language Internet and Language Learning Learning
Presented by:Ozlem DurmusLynette ChenCindy Yu
Topics OverviewTopics Overview
Authentic Language Learning Tasks Authentic Language Learning Tasks (Ozlem)(Ozlem)
Communicative Skill Building Tasks (Cindy)Communicative Skill Building Tasks (Cindy) Content Area Tasks (Cindy)Content Area Tasks (Cindy) Instructional Aspects of Software Instructional Aspects of Software
Evaluation (Ozlem)Evaluation (Ozlem) Technology and Second Language Technology and Second Language
Teaching (Lynette)Teaching (Lynette) Computers and Language Learning Computers and Language Learning
(Lynette)(Lynette)
Authentic Language Learning Authentic Language Learning TasksTasks
What is a task?What is a task?
Classroom activityClassroom activity Must have a goalMust have a goal Carried out through engagement in Carried out through engagement in
goal-oriented behaviorgoal-oriented behavior
Task in the language Task in the language classroomclassroom
Learners must use the target Learners must use the target language to accomplish the tasklanguage to accomplish the task
Communicative task involves Communicative task involves construction and interpretation of construction and interpretation of linguistic meaningslinguistic meanings
Example: finding out about prices of : finding out about prices of plane tickets to a specific destinationplane tickets to a specific destination
AuthenticityAuthenticity
Language and tasks that are likely to Language and tasks that are likely to be encountered out of classbe encountered out of class
Authentic language in classroom? Authentic language in classroom? ((teachersteachers decide and assign grades) decide and assign grades)
Classroom tasks are more narrowly Classroom tasks are more narrowly focused than out-of class tasksfocused than out-of class tasks
Frames of a Second Language Frames of a Second Language TaskTask
Goal Process Topic LocationLocation DurationDuration Examples:Examples:
http://webquest.org/ http://www.ardecol.ac-grenoble.fr/english/ellisis
landwebquest.htm
Empirical Investigation of Oral Empirical Investigation of Oral TextsTexts
Describing students’ classroom Describing students’ classroom language and behavior language and behavior
Mainly oral language is examinedMainly oral language is examined
Aspects of InvestigationAspects of InvestigationL2 Task-based TextsL2 Task-based Texts
Input to the learner: comprehension of Input to the learner: comprehension of messages, acquisition of L2 forms, messages, acquisition of L2 forms, pragmaticspragmatics
Comprehensible Input (Krashen, Comprehensible Input (Krashen, 1982)1982)
Learner’s output: morphology and Learner’s output: morphology and syntaxsyntax
Interaction: between learner and Interaction: between learner and interlocutorinterlocutor
Benefits of outputBenefits of output
Comprehensible output: production Comprehensible output: production of language in order to achieve a of language in order to achieve a communicative task goalcommunicative task goal
OutputOutput feedback feedback modification modification Internalization of new forms, andInternalization of new forms, and Improvement of accuracyImprovement of accuracy
InteractionInteraction
Modification requests:Modification requests: Clarification requestClarification request Restatement Restatement Definition Definition ExplanationExplanation
Enhancing understanding Enhancing understanding
Descriptive Categories for ELLDescriptive Categories for ELL
Pragmatic functionPragmatic function Linguistic characteristicsLinguistic characteristics QuantityQuantity Nonlinguistic moves and formsNonlinguistic moves and forms Medium Medium
Ex: Oral interaction during Ex: Oral interaction during jigsaw activityjigsaw activity
Oral TextOral Text
Descriptive CategoryDescriptive Category
Pragmatic Pragmatic rolerole
Linguistic Linguistic characteristicharacteristicc
QuantityQuantity Nonlinguistic Nonlinguistic characteristicharacteristicc
Medium Medium
Its wall is Its wall is completely completely whitewhite
Description Description Simple Simple declarative declarative present present tensetense
Short turnShort turn ------ Spoken face-Spoken face-to-faceto-face
Completely Completely white?white?
SignalSignal Noun phraseNoun phrase Short turnShort turn ------ Spoken face-Spoken face-to-faceto-face
Yeah Yeah completely completely whitewhite
Repetition Repetition Noun phraseNoun phrase Short turnShort turn ------ Spoken face-Spoken face-to-faceto-face
It looks no It looks no woodwood
It looks ah It looks ah concreteconcrete
Expansion Expansion (more (more information)information)
Simple Simple declarativesdeclaratives
More More complex complex syntax: syntax: “looks” (like)“looks” (like)
Short turnShort turn ------ Spoken face-Spoken face-to-faceto-face
Communicative Skill-Communicative Skill-building and Content-area building and Content-area
TasksTasks
Communicative Skill-Communicative Skill-building Tasks in CALL building Tasks in CALL
EnvironmentsEnvironments Teaching Reading Skills with TechnologyTeaching Reading Skills with Technology Teaching Writing Skills with TechnologyTeaching Writing Skills with Technology Teaching Listening Skills with TechnologyTeaching Listening Skills with Technology Teaching Speaking Skills with TechnologyTeaching Speaking Skills with Technology Teaching Grammar with TechnologyTeaching Grammar with Technology Vocabulary Teaching with TechnologyVocabulary Teaching with Technology
Reading Skills of Reading Skills of Finding InformationFinding Information
SimulatioSimulationsns
Speed-Speed-Reading Reading SoftwareSoftware
The World The World Wide Wide
WebsiteWebsite
(WWW)(WWW)
HypermedHypermediaia
Software Software for for
Extensive Extensive ReadingReading
SimCitySimCity Speed-Speed-reading reading SoftwareSoftware
Web Search Web Search Engine, such Engine, such as Yahoo! as Yahoo! http://www.yahoo.com/
and Google and Google http://www.google.com/
Text, Text, graphics, graphics, sound, sound, video, or a video, or a combinatiocombination, e.g. n, e.g. HyperstoryHyperstory
Storyboard Storyboard and Eclipeand Eclipe
Teaching Writing Skills Teaching Writing Skills with Technologywith Technology
Teachers are constantly looking for Teachers are constantly looking for ways to motivate writers to reach ways to motivate writers to reach inside themselves, connect to inside themselves, connect to what they are writing and touch what they are writing and touch their audience so that they can their audience so that they can make writing a communicative make writing a communicative and authentic task. and authentic task.
Increase Increase MotivationMotivation
Have students write E-mail to KeypalHave students write E-mail to Keypal Class projects can be put in public space, Class projects can be put in public space,
such as newsletter distributed in the such as newsletter distributed in the library or published on the World Wide library or published on the World Wide WebWeb
Students can participate in mailing lists Students can participate in mailing lists or newsgroups or post a message to a or newsgroups or post a message to a class newsgroup.class newsgroup.
Improving Improving CommunicationCommunication
PrewritingPrewriting Establishing and visualizing the audienceEstablishing and visualizing the audience Writing to expectations, particularly Writing to expectations, particularly
academic and business expectationsacademic and business expectations Using peer reviewUsing peer review RevisingRevising EditingEditing
Example Website and Example Website and SoftwareSoftware
Website:Website:
** Online Writing Lab: Online Writing Lab: http://owl.english.purdue.edu/owl/
Software: Software:
** Audio RecordingAudio Recording
** Online dictionaries, thesauruses, Online dictionaries, thesauruses, and style and grammar checkersand style and grammar checkers
Teaching Listening Skills Teaching Listening Skills with Technologywith Technology
The InternetThe Internet Software for Listening Software for Listening PracticePractice
Voice of America Voice of America http://www.voanews.com/english/portal.cfm
Internet Movie DatabaseInternet Movie Databasehttp://us.imdb.com/
** CDictationCDictation
* * HyperACE AdvancedHyperACE Advanced
* * Project ConnectProject Connect
Teaching Speaking Skills Teaching Speaking Skills with Technologywith Technology
Speech Speech RecognitioRecognitio
nn
SimulatioSimulationsns
Pair or Pair or Small-Small-Group Group TasksTasks
VideoVideo Pronunciation Pronunciation SoftwareSoftware
Speech Speech recognitionrecognition
-Triple Play -Triple Play Plus! Plus! EnglishEnglish
-Dynamic -Dynamic EnglishEnglish
-See it! -See it! Hear it! Say Hear it! Say it!it!
-Practice -Practice Makes Makes Perfect Perfect FrenchFrench
** Where Where in the in the World Is World Is Carmen Carmen Sandiego?Sandiego?
**Decisions, Decisions, DecisionsDecisions
**CollaborativCollaborative writinge writing
** Gap fillingGap filling
** Whole-Whole-text text reconstructireconstructionon
** Some Some competitive competitive word gamesword games
**DigitizeDigitized videod video
** Accent LabAccent Lab
** TEAM: TEAM: Technology-Technology-Enhanced Accent Enhanced Accent Management Management ProgramProgram
** VideoVoiceVideoVoice
** SpeechViewer IIISpeechViewer III
Teaching Grammar with Teaching Grammar with TechnologyTechnology
On-line On-line WritingWriting
Software Software with a with a Narrow Narrow ScopeScope
HypertextHypertext Concordancing Concordancing SoftwareSoftware
** E-mailE-mail
** Multiuser Multiuser object-object-oriented oriented domains domains (MOOs)(MOOs)
** IRCIRC
Grammar or Grammar or style style checkerscheckers
Language Language Now!Now!
** MicroConcordMicroConcord
** MonoConcMonoConc
** ConcConc
Content-area Tasks in Content-area Tasks in CALL EnvironmentsCALL Environments
The software of both liberal The software of both liberal arts and science that support arts and science that support authentic task and activities for authentic task and activities for the language learn at a wide the language learn at a wide variety of levels in all content variety of levels in all content areas.areas.
Games for Language and Games for Language and StrategyStrategy
Games that Improve estimating abilities, Games that Improve estimating abilities, deductive and inductive reasoning, and deductive and inductive reasoning, and prediction strategies, such as Thinkin’ Things prediction strategies, such as Thinkin’ Things Collections, meet many criteria for authentic Collections, meet many criteria for authentic tasks.tasks.
Word games, such as Hangman or Hangman Word games, such as Hangman or Hangman Plus, and crossword puzzle software can help Plus, and crossword puzzle software can help students practice vocabulary.students practice vocabulary.
Language games can be used in content Language games can be used in content courses to help students practice definitions, courses to help students practice definitions, collocations. part-to-whole relations, and so collocations. part-to-whole relations, and so on.on.
Simulations for the Social Simulations for the Social SciencesSciences
Low level-The goal of SimCity is to handle the Low level-The goal of SimCity is to handle the results of the council's decisions during results of the council's decisions during construction. construction.
Advanced level- extend the concept of the case Advanced level- extend the concept of the case study by providing enormous amounts of data with study by providing enormous amounts of data with experiment and offering changes based on experiment and offering changes based on students’ input, such as Capitalist Pig and students’ input, such as Capitalist Pig and American Online.American Online.
Tom Snyder Productions (TSP) and Decisions, Tom Snyder Productions (TSP) and Decisions, Decisions, suitable for high school students, Decisions, suitable for high school students, encourage them think via decide-making process.encourage them think via decide-making process.
Search and Research in the Search and Research in the SciencesSciences
The best programs with the multimedia The best programs with the multimedia support makes students appropriate to a support makes students appropriate to a sheltered language context.sheltered language context.
TSP and cultural debates, mainly for TSP and cultural debates, mainly for Grades K-12 but adaptable for adult Grades K-12 but adaptable for adult learners, are particularly good sources of learners, are particularly good sources of science materials.science materials.
Steck-Vaughn/Edunetics product, Message Steck-Vaughn/Edunetics product, Message in a Fossil and Destination: Rain Forest in a Fossil and Destination: Rain Forest (Ocean) for middle schoolers, can be (Ocean) for middle schoolers, can be enjoyed in a whole language approach.enjoyed in a whole language approach.
The The
MusicMusic
ArtArt
LiteratureLiterature
Reference Software and Web Reference Software and Web Sites for Content SearchesSites for Content Searches
Teachers must develop lesson Teachers must develop lesson plans incorporating authentic plans incorporating authentic tasks that will motivate tasks that will motivate students to seek the students to seek the information of reference information of reference software and website.software and website.
Content-based Tasks Content-based Tasks for On-line Learningfor On-line Learning
On-line learning can not only On-line learning can not only enhance students’ language enhance students’ language practice but also gain practice but also gain extracurricular knowledge on extracurricular knowledge on it.it.
Instructions of Content-Instructions of Content-based Multimedia Taskbased Multimedia Task
Define a topic, describing what you already Define a topic, describing what you already know and what you hope to discover.know and what you hope to discover.
Perform research within certain Perform research within certain parameters. Describe how and where you parameters. Describe how and where you searched and what resources were most searched and what resources were most useful.useful.
Present the results of the search.Present the results of the search.
Curricular Exchanges at a Curricular Exchanges at a DistanceDistance
The success of the project The success of the project depends less on the technology depends less on the technology than on teachers than on teachers communicating clearly about communicating clearly about goals, scheduling , and the goals, scheduling , and the content of the curriculum.content of the curriculum.
Discussion QuestionDiscussion Question
How can EFL teachers use all of How can EFL teachers use all of technologies in reading, writing, listening, technologies in reading, writing, listening, speaking, grammar, and vocabulary in the speaking, grammar, and vocabulary in the CALL environment?CALL environment?
Self-correct is a process on learning Self-correct is a process on learning language. How can these software boost language. How can these software boost students evaluating their own learning?students evaluating their own learning?
Instructional Aspects of Instructional Aspects of Software EvaluationSoftware Evaluation
Points to considerPoints to consider
Replacing the human teacher???Replacing the human teacher??? Setting: independent lab study, at Setting: independent lab study, at
home, classroom, computer labhome, classroom, computer lab Determine goals Determine goals Examine the presentation: audio, Examine the presentation: audio,
video, vocabulary, context, etc.video, vocabulary, context, etc.
Criteria for Software Criteria for Software Evaluation- Evaluation- FEASIBILITY
Will the software run on your computer Will the software run on your computer and platform? (operating system, RAM, and platform? (operating system, RAM, CD-ROM drive, etc. )CD-ROM drive, etc. )
Will the software run on your network? Will the software run on your network? (network or stand-alone version)(network or stand-alone version)
Can the software be made available to Can the software be made available to many students?many students?
Does the software require internet access? Does the software require internet access? (plug-ins: Shockwave, etc.)(plug-ins: Shockwave, etc.)
Can you afford the software?Can you afford the software?
Criteria for Software Criteria for Software Evaluation- QUALITYEvaluation- QUALITY
CONTENT:: What is the goal of the software? Is it What is the goal of the software? Is it
consistent with yours and that of your consistent with yours and that of your students?students?
Is the level appropriate?Is the level appropriate? Is the content accurate?Is the content accurate? Is the material culturally appropriate?Is the material culturally appropriate? Does the software accommodate the Does the software accommodate the
students’ learning styles and preferences?students’ learning styles and preferences? Is the software interesting?Is the software interesting? How flexible is the sofware?How flexible is the sofware?
Criteria for Software Criteria for Software Evaluation- QUALITYEvaluation- QUALITY
FORMAT:FORMAT: Is the interface consistent?Is the interface consistent? Is the screen display effective?Is the screen display effective? In drill software, are the motivational In drill software, are the motivational
devices effective?devices effective?
Criteria for Software Criteria for Software Evaluation- QUALITYEvaluation- QUALITY
OPERATION:OPERATION: Is the software easy to use? Are the tasks Is the software easy to use? Are the tasks
and directions clear?and directions clear? Does the software allow text and graphics Does the software allow text and graphics
to be printed?to be printed? How much control are the learners allowed?How much control are the learners allowed? Are the quality and degree of feedback Are the quality and degree of feedback
adequate?adequate? What kinds of records does the software What kinds of records does the software
keep?keep?
Technology and Technology and Second Language Second Language
TeachingTeaching byby
Mark Warschauer and Carla MeskillMark Warschauer and Carla Meskill
Presented by Presented by
Lynette Li-hui ChenLynette Li-hui Chen
Date: January 26, 2006Date: January 26, 2006
Networked multimedia computing and Networked multimedia computing and the Internetthe Internet
What have students done with technology in What have students done with technology in language learning ?language learning ?
Use e-mailUse e-mail with counterparts to plan a bilingual Web site. with counterparts to plan a bilingual Web site.
Conduct online news groups to learn background cultural. Conduct online news groups to learn background cultural.
Use real-time computer-assisted discussion to gain Use real-time computer-assisted discussion to gain additional writing practice in classadditional writing practice in class. .
A Brief History of Technology and Language LearningA Brief History of Technology and Language Learning
The grammar-translation methodThe grammar-translation method have made some changes: have made some changes: from from blackboardblackboard→ → overhead projectoroverhead projector → → early computer software early computer software
programsprograms. .
The The audiolingual method - audiolingual method - repetition drillsrepetition drills - - the 1970s and '80s the 1970s and '80s ..
By the late 1970s, By the late 1970s, repetitive drills which focused only on language repetitive drills which focused only on language
form and ignored communicative meaningform and ignored communicative meaning achieved poor results. achieved poor results.
The 1980s and 1990s - The 1980s and 1990s - Communicative Language TeachingCommunicative Language Teaching.. - emphasizes student engagement in authentic, meaningful - emphasizes student engagement in authentic, meaningful
interaction. interaction. - There are two distinct perspectives are emphasized - There are two distinct perspectives are emphasized (1) Cognitive Approaches (1) Cognitive Approaches
(2) Sociocognitive Approaches.(2) Sociocognitive Approaches.
Cognitive ApproachesCognitive Approaches
- An individual psycholinguistic actAn individual psycholinguistic act. .
- A mental model of a language A mental model of a language system.system.
- Errors areErrors are seen as seen as natural by-natural by-products.products.
- Learners can construct their own Learners can construct their own cognitive models of the languagecognitive models of the language..
How Do Technologies Support a Cognitive How Do Technologies Support a Cognitive Approach to Language Learning ? Approach to Language Learning ?
(1)(1) Allow learners maximum opportunity to Allow learners maximum opportunity to be be exposed to language in meaningful exposed to language in meaningful context.context.
(2)(2) Construct learners’ own individual Construct learners’ own individual knowledgeknowledge. .
Examples:Examples:
What types of technologies are mentioned?What types of technologies are mentioned?
a. Text-reconstruction software.a. Text-reconstruction software.
b. Concordancing software.b. Concordancing software.
c. Multimedia simulation software.c. Multimedia simulation software.
a. Text-reconstruction Softwarea. Text-reconstruction Software - allows teachers to provide students various texts in - allows teachers to provide students various texts in
which letters or words are either which letters or words are either missing or scrambledmissing or scrambled. . Students work alone or in groups to complete or re-Students work alone or in groups to complete or re-arrange the texts, thus supporting a process of mental arrange the texts, thus supporting a process of mental construction of the linguistic system. construction of the linguistic system.
Example:Example: Missing Letters of the Alphabet Missing Letters of the Alphabet
http://www.kidport.com/Grade1/LanguageArts/Workbook/http://www.kidport.com/Grade1/LanguageArts/Workbook/Lang1_MissingLetter.htmLang1_MissingLetter.htm
Unscramble the Words Unscramble the Words
http://www.kidport.com/Grade1/LanguageArts/Workbook/http://www.kidport.com/Grade1/LanguageArts/Workbook/Lang1_Unscramble.htmLang1_Unscramble.htm
b. Concordancing Softwareb. Concordancing Software
- allows teachers or students to search through small or large allows teachers or students to search through small or large texts to texts to
look for instances of the actual use of particular words. look for instances of the actual use of particular words.
- Concordancers are supplements to Concordancers are supplements to dictionariesdictionaries in that in that they help they help
illustrate the usage of a word,illustrate the usage of a word, rather than just its rather than just its definition. definition.
Example:Example: The Free Dictionary By FarlexThe Free Dictionary By Farlex http://www.thefreedictionary.com/regardlesshttp://www.thefreedictionary.com/regardless
WordReference.comWordReference.com
http://forum.wordreference.com/showthread.php?t=18988http://forum.wordreference.com/showthread.php?t=18988
c. c. Multimedia Simulation SoftwareMultimedia Simulation Software
- - allows learners to enter into allows learners to enter into computerized computerized microworldsmicroworlds with with
exposure to language and culture in a meaningful exposure to language and culture in a meaningful audio-audio-
visual contextvisual context. . Example:Example: Latest News In Video and Audio Latest News In Video and Audio 民視新聞民視新聞 http://www.ftvn.com.tw/http://www.ftvn.com.tw/ FTV English News Edition (Formosa News)FTV English News Edition (Formosa News) http://englishnews.ftv.com.tw/index.asphttp://englishnews.ftv.com.tw/index.asp
Sociocognitive ApproachesSociocognitive Approaches
- emphasize the emphasize the social aspectsocial aspect of language acquisition of language acquisition
learning a language is viewed as learning a language is viewed as a process of apprenticeshipa process of apprenticeship or or socializationsocialization into particular into particular discourse communitiesdiscourse communities (Schieffelin & Ochs, 1986; Gee, 1996). (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 students need to be given maximum opportunity for authentic authentic social interactionsocial interaction, not only to provide comprehensible input but , not only to provide comprehensible input but also to give students practice in the kinds of communication they also to give students practice in the kinds of communication they will later will later engage in outside the classroomengage 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 Why is the Internet a powerful tool for assisting a sociocognitive approach to assisting a sociocognitive approach to language teaching?language teaching?
The Internet is a vast interactive medium which can be used in a myriad of The Internet is a vast interactive medium which can be used in a myriad of ways.ways.
(1) Computer-Mediated Communication in a Classroom(1) Computer-Mediated Communication in a Classroom - using the Internet to - using the Internet to facilitate interactionfacilitate interaction within and across within and across discourse communities. discourse communities. How does it work?How does it work? a. a. Through computer-assisted classroom discussionThrough computer-assisted classroom discussion,, such as such as Daedalus Interchange by Daedalus, Inc. It is a program that Daedalus Interchange by Daedalus, Inc. It is a program that mimics other on-line chat or discussion mimics other on-line chat or discussion environments. environments. (http://cai.ucdavis.edu/instruction/guide/chapter4.html) (http://cai.ucdavis.edu/instruction/guide/chapter4.html) The class The class (1) meets in a networked computer lab,(1) meets in a networked computer lab, (2) communicates through writing,(2) communicates through writing, (3) types in their messages,(3) types in their messages, (4) and hits a key to instantly send the message to the rest of the (4) and hits a key to instantly send the message to the rest of the
class. class. All the messages are listed chronologically on the top half of the All the messages are listed chronologically on the top half of the
screen and screen and can be easily scrolled through and re-read. can be easily scrolled through and re-read. b. b. Through outside-of-class discussionThrough outside-of-class discussion.. For example: E-MAIL or For example: E-MAIL or conferencing systems. Special lists can be set up so that conferencing systems. Special lists can be set up so that students' messages get automatically forwarded to either a students' messages get automatically forwarded to either a small group or the whole class. small group or the whole class.
(2) Computer-Mediated Communication for Long (2) Computer-Mediated Communication for Long Distance Distance
ExchangeExchange
- it allows students the opportunity for target language - it allows students the opportunity for target language practice in situationspractice in situations where such practice might where such practice might otherwise be difficult. otherwise be difficult. - using - using e-maile-mail and and Web-based conferencing systemsWeb-based conferencing systems or or various types of software for various types of software for synchronous chattingsynchronous chatting. . - the most effective exchange projects are ones that are - the most effective exchange projects are ones that are well-integrated into the course goals and are based on well-integrated into the course goals and are based on purposeful investigation such as joint exploration of purposeful investigation such as joint exploration of culture, social conditions, film, or literature and often culture, social conditions, film, or literature and often result in some kind of result in some kind of collaborative publicationcollaborative publication (for (for examples and discussion, see Cummins & Sayers, examples and discussion, see Cummins & Sayers,
1997; Sayers, 1993; Warschauer, 1995a; 1995b).1997; Sayers, 1993; Warschauer, 1995a; 1995b).
(3) Accessing Resources and Publishing on the World (3) Accessing Resources and Publishing on the World Wide WebWide Web
- The World Wide Web offers - The World Wide Web offers a vast array of resourcesa vast array of resources
from from throughout the world. throughout the world. - in language education, it supports - in language education, it supports a sociocognitive a sociocognitive
approachapproach by helping immerse students in discourses that by helping immerse students in discourses that extend well beyond the classroom, their immediate extend well beyond the classroom, their immediate communities, and their language textbook. communities, and their language textbook.
- Students can use Web pages - Students can use Web pages as authentic materialsas authentic materials for for conducting research on culture and current events (see for conducting research on culture and current events (see for example Lixl-Purcell, 1995; Osuna & Meskill, 1998) or for example Lixl-Purcell, 1995; Osuna & Meskill, 1998) or for gathering material for class projects and simulations (see gathering material for class projects and simulations (see for example Deguchi, 1995; Rosen, 1995). for example Deguchi, 1995; Rosen, 1995).
- Students can also - Students can also publishpublish their own work their own work on the World on the World Wide WebWide Web, thus enabling , thus enabling writing for a real audiencewriting for a real audience. .
Whether or not technologies truly Whether or not technologies truly "work“?"work“?
AdvantagesAdvantages
1.The world of online communication is 1.The world of online communication is aa vast new mediumvast new medium
2. New communications technologies are 2. New communications technologies are part part
of the broader ecology of lifeof the broader ecology of life at the at the turnturn
of the century.of the century.
3. The computer is a powerful tool for this3. The computer is a powerful tool for this process as it allows students access to process as it allows students access to online online environments of internationalenvironments of international communicationcommunication. .
DisadvantagesDisadvantages
1. 1. Investment of MoneyInvestment of Money Implementing new technologies in Implementing new technologies in education is expensive, such as education is expensive, such as expenses for hardware, software, expenses for hardware, software, staff training, and computer staff training, and computer laboratory maintenance.laboratory maintenance.2. 2. Investment of TimeInvestment of Time Spending enormous amounts of Spending enormous amounts of time learning constantly-changing time learning constantly-changing software programs and trying to software programs and trying to figure out the best way to use figure out the best way to use them in the classroom.them in the classroom. Taichung Municipal Hui-wen High SchoolTaichung Municipal Hui-wen High School
http://mail.hwsh.tc.edu.tw/93web/studhttp://mail.hwsh.tc.edu.tw/93web/students/index1.htments/index1.htm
3. 3. Uncertainty of ResultUncertainty of Result
ConclusionsConclusions When appropriately implemented, When appropriately implemented, new technologies new technologies
provide the means to help reshape both the content provide the means to help reshape both the content and processes of language educationand processes of language education..
Appropriate use of new technologies allows for a more Appropriate use of new technologies allows for a more thorough integration of language, content, and culture than thorough integration of language, content, and culture than ever before and provides students with unprecedented ever before and provides students with unprecedented opportunities for autonomous learning. opportunities for autonomous learning.
SiomonSiomon http://www.hwsh.tc.edu.tw/teaching/english/index.htmhttp://www.hwsh.tc.edu.tw/teaching/english/index.htm
The key to successful use of technology in language The key to successful use of technology in language teaching lies not in hardware or software but in teaching lies not in hardware or software but in "humanware"?"humanware"? ((our human capacity as teachers to plan, our human capacity as teachers to plan, design, and implement effective educational activity.)design, and implement effective educational activity.)
QUESTIONSQUESTIONS How can out-of-class (speaking) tasks be evaluated in How can out-of-class (speaking) tasks be evaluated in
terms of effectiveness?terms of effectiveness? How valuable are student- created language tasks?How valuable are student- created language tasks? What type/parts of software can you imagine integrating What type/parts of software can you imagine integrating
into your syllabus?into your syllabus? How can EFL teachers use all of the technologies in How can EFL teachers use all of the technologies in
reading, writing, listening, speaking, grammar, and reading, writing, listening, speaking, grammar, and vocabulary in the CALL environment?vocabulary in the CALL environment?
Self-correction is a process in language learning. How can Self-correction is a process in language learning. How can these software boost students’ evaluation of their own these software boost students’ evaluation of their own learning?learning?
What can we do if some of our students don’t have a 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 computer at home or don’t have an access to go online to do their assignment? do their assignment?
Do you have an approach or suggestions to evaluate the Do you have an approach or suggestions to evaluate the improvement of students’ four skills in learning a improvement of students’ four skills in learning a language? Listening, speaking, reading, and writing?language? Listening, speaking, reading, and writing?
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