a native speaker in every pc: web 2.0 in foreign language teaching rob a. martinsen, assistant...
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A NATI
VE SPEA
KER IN
EVER
Y PC:
WE
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.
IT’S NOT ALL ABOUT TECHNOLOGY:
• Studies show that 21st Century Learners want a
moderate amount of technology integrated into courses.
• Too little technology in courses risks losing the power
that technology has to [help students]; too much
technology risks losing interaction with the instructor.”
Adaptado del artículo de Michael Rodgers and David Starrett National Teaching and Learning Forum Newsletter, Volume 14, Number 5 © Copyright 1996-2005
IS THIS A GOOD USE OF TECHNOLOGY?
• Russian students go to a computer lab. Then call each other using Skype to have long conversations in Russian.
• Technologies used in education were generally created for other purposes. A given technology, therefore, is best used in ways that mirror its original purpose.
• A given use of technology in language teaching should improve upon or at least be equal to other techniques using no or low technology.
• Technologies used in education were generally created for other purposes. A given technology, therefore, is best used in ways that mirror its original purpose.
IS THIS A GOOD USE OF TECHNOLOGY?
• Students create a website with lots of pictures of their favorite French singer and write about them, mostly in English.
• Within reason, technology can be used simply for the purpose of increasing motivation and interest among students as long as the other principles are not violated.
IS THIS A GOOD USE OF TECHNOLOGY?
• A teacher asks students to get online with a native speaker. They are to read a written dialogue out loud from the class textbook.
• A given use of technology should stem from the teacher’s overall goals for students’ outcomes.
• Technologies used in education were generally created for other purposes. A given technology, therefore, is best used in ways that mirror its original purpose.
WEB 1.0
• First “version/stage” of the internet.
• Internet = Information
• Web pages with fixed info.
• Ejemplos:
• http://www.bobrk.com
WEB 2.0
• Version 2 of the internet
• Internet ≠ information
• Internet = information AND interaction
• User-generated content
• Little to no tech skills required
•
WEB 2.0
• Uses of web 2.0 technologies for language teaching:
• Wiki for graduate students
• Class Wikis
• Free!!!
WEB 2.0 – A NATIVE SPEAKER AT EVERY PC (OR MAC, OR IPHONE, OR ANDROID, BLACKBERRY, IPAD, ETC. ETC. ETC. :)
WEB 2.0 – A NATIVE SPEAKER AT EVERY PC (OR MAC, OR IPHONE, OR ANDROID, BLACKBERRY, IPAD, ETC. ETC. ETC. :)
• fhj
TANDEM LEARNING
Organized language exchanges between two language learners, each
of whom wishes to improve his or her proficiency in other’s native language”
(Appel & Mullen, 2000, p. 291).
WEBEX
• WebEx Platform
• Oral and Visual Communication
• Use of web cam and mic
• 1st time contact with native speaker
PARTICIPANTS
• 5 dyads:
• Metropolitan Autonomous University (Mexico City) Learning English
• Brigham Young University (Provo, Utah. USA)
Learning Spanish
• Students were native speakers of English and Spanish (respectively)
TASKS
• 7 tasks,
• Dyads met once a week / 7 weeks
• 30min each language
• A different topic for each task
• Booklet with suggestions for the discussion’s topic
METHODOLOGY
• Video conference set up beforehand (by researcher)
• Researcher was present (silently) to observe the exchanges
WEBEX
Audio
Video
Chat (written)
Whiteboard
Sharing: picture, desktop, (ppp, doc, etc.)
Note taking (not used)
AUDIO
To negotiate meaning
(repeating, paraphrasing, shortening, etc)
To correct pronunciation
To clarify pronunciation
To provide a translation (how do you say x?)
To learn new vocabulary
Clip :
snow.wrf
VIDEO Felt more personal
Felt more connected
Was more interesting and more fun
Helped stay more focused
Paid more attention
Saw gestures from partner: helped understanding
Saw partner’s reactions to what was said
Was nice to see their partners
Clip : (“headband” ln.1)
Hair.wrf
TEXT CHAT
Due to audio problems (interference, brakes/gaps, volume, sound speed-slowness)
To keep the conversation going (i.e. when audio is out)
To clarify meaning of single words or complete (long) phrases, when understanding fails.
To provide translation
To correct grammar/syntax
To reinforce / support / confirm oral information
Lanae : at your university, uh are there jobs available for students to work? Are they offered by the university? Can you work on campus?
Brenda: uh do you write?, please, could could you write?
Lanae: yeah
Brenda: could you write write your question?
Lanae: Do you want me to write?
Brenda: please? [could you write your question please?] could you…
Lanae: yes [yes]
Brenda ((giggles))
Lanae: [does your university have on –campus jobs available for students?] does your university have on-campus jobs available for students?
Brenda : °…jobs available for students?° yes my university have uh jobs mm mm
[ CHAT TRANSCRIPT ] [ ]= CHAT
WHITEBOARD
To draw in order to verify/reinforce vocabulary
To explain a word or phrase that was not comprehended orally
Personal interaction (non-linguistic)
SHARING
• Document, PPP, Pics, Desktop, etc.
• Personal things : a dorm room, campus, family, etc.
• Places to visit : cities or countries
CONCLUSION
• P. were aware of affordances
• P. used affordances to enhance L2 language learning
• Affordances used to carry out the flow of conversations
• Affordances offered additional resources for communication not present in standard oral conversation alone.
• Note taking (not used by the participants)
• Video wasn’t exploited linguistically (tech?)
• Audio was the most used (it was crucial)
• Chat was the next most used (exploited a lot)
• Whiteboard was helpful too & fun
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