interactive television language learners reflect
TRANSCRIPT
Learning Languages from Interactive Television: Language Learners Reflect on
Techniques and Technologies
Presenter : Jyun Yan Wu
Instructor : Ping-Ying Hsu
Date : March 17,2014
Sanaz, F., Judith, M., &Pemberton(1996).
Learning Languages from Interactive
Television: Language Learners Reflect on
Techniques and Technologies. Language
Learning and Technology, 4,4336-4343.
Citation
2
Content
Conclusion
Introduction
Background
Literature review
Gap
Purpose of the study
• iTV
Interactive television (iTV) is a new media technology
that has great potential for supporting language
learning, particularly for independent adult learners.
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• Background
From the earliest examples of paper-based language
technologies such as dictionaries and grammar books,
through language laboratories, radio, audio tapes, television
programs, CD-ROMS, the Internet and most recently
Mobile technologies.
(Sharples, 2000)6
• Gap
. While there is an extensive literature on many other aspects
of language learning and teaching, particularly in
classroom settings, we know surprisingly little about the
independent language learner's attitudes and approaches
to learning and to technologies for supporting it.
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• Purpose
. The aim of the study is to understand their motivations,
the methods they find useful and the problems they
encounter..
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•iTV has the potential to extend lifelong learning
opportunities to new types of learner. Conventional TV is a
known and trusted technology.
(Reeves & Naas, 1996)
Literature Review
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Potential Motivation
• People have a tendency to do other things -
ironing, chatting, reading, eating - while viewing.
(Gauntlett & Hill, 1999).
Literature Review
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•Digital television, available via cable and satellite, adds
a new dimension to learning from the TV by multiplying
available channels.
(Meinhof, 1998; Moores, 1996)
Literature Review
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Multiplying TV for learning
• “Television is perceived as a leisure, rather than a
work, technology, so any learning services need to be
designed with this in mind.”
(Ling & Thrane, 2002)
Literature Review
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• “Television is therefore already a powerful learning
environment for language learners. Interactivity adds new
facilities for information retrieval and communication”
(Gawlinski, 2003)
Literature Review
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• Participants
• Instrument
• Data analysis
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• Participants
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Language
English 14 / numbers
Turkish 7 / numbers
Total = 21
Age Number
21~30 years old 10
31~50 years old 4
Over 50 years old 7
All participants were frequent users of computer.
Video-recording
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Instrument
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Data analysis
Analyzed
Three evaluators analyzed the transcription independently.
Procedure
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Group 1 Group 2Group 3
Motivation => Why do they want to study language?
Approaches =>How do they study their language with technology ?
Motivation
1. They learning a specific language was a
necessity.
2. They wanted to communicate with foreigners.
3. They liked languages and were permanent
language learners.
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Approach
Book
Audio/radio
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Number Notes
14 had used language textbooks.
Number Notes
13 had used radio to assist language learning, with five using it often.
• Video
• Computer
21
Number Notes
13 had used target language television for language
learning, with five using it often.
Number Notes
8 had used a variety of software products, including
online language courses,
to assist their learning
• Communication technologies(e-mail, chat rooms)
• iTV
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Number Notes
6 had used e-mail for language learning, with three
using it often.
Number Notes
0 None of the participants had used interactive TV for
language learning, nor were they particularly
impressed with the current state of iTV technology
and services.
• Life experience
A taxi driver and had an extensive knowledge of
the local road network had developed his own
version of location-based mnemonics.
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“I associate Spanish vocabulary with street names”.
• Participants watched television for entertainment,
and even our most fanatical language learners were
not keen to watch TV programmers.
• They benefits from multimedia of material, with
different media complementing each other and
providing context to facilitate understanding.
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• Many participants mentioned difficulties in
remembering languages and grammar rule that
they had learned but did not practice after class.
• However, they had developed many solutions and
approaches to the memory problem.
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• Although researcher provide quite detail
information about participants, the sample items
of questionnaires did not mention.
• The sample size quite small, the result is
incomplete, and not suitable for other location.
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Critique
• Remembering show the questionnaires, if that
questionnaires were adapted from other researchers
, cite the name and years.
• Inviting more participants join the study, it is to
increase the reliability and validity, and develop the
instrument part of questionnaires(balance).
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Suggestion