BLACKBOARD - Barbierie, F. (2005). What is Corpus Linguistics? Essential Teacher (Compleat Links).
BLACKBOARD - Conrad, S. (2000). Will Corpus Linguistics Revolutionize Grammar Teaching in the 21st Century? TESOL Quarterly, 34(3), 548-560.
What is Corpus Linguistics? And why are some language teachers so excited about it?
What applications can you envision for your current or future classroom?
According to Barbierie (2005), Corpus Linguistics is the study of language that “relies on the use of computer-assisted techniques to analyze large, principled databases of naturally occurring language (corpora). Corpus-based analysis is interested in the language actually used in naturally occurring texts (language behaves in real life) rather than in what is theoretically possible.”
The corpus linguistics has much to offer language teachers, and it has been used in language teaching fields of the development of instructional materials; the analysis of learner language, and classroom instruction. The corpus linguistics provided teachers empirical information about the frequency of use of linguistic features, and it helps the design of teaching materials. Also, the corpus linguistics have been collecting corpora of leaner language, teachers can use these corpora in assessing language learners’ SLA, improving classroom teaching, or designing language teaching materials, etc.
As we all see, the corpus languages can enrich language teaching and research, and I will definitely use them in my future classroom. By collecting and analyzing the corpora of learner language, corpus linguistics provides teachers easy access to enhance teaching materials, improve the classroom teaching, analyze learner language, and help language learners achieve success.
Thursday, March 25, 2010
Wednesday, March 10, 2010
Prompt 8
Reading Prompt #8
*Levy – Ch. 4 Computer Mediated Communication
*BLACKBOARD – Sauro, S. (2009). Computer-Mediated Corrective Feedback and the Development of L2 Grammar. Language Learning & Technology, 13(1), 96-120.
What are some of the technologies used for CMC? What are some of the promising features of CMC for language learning. Comment on any of your uses of these technologies, in particular if you have used any of them for language learning or practice purposes. Finally, comment on the findings of Dr. Sauro's research, and what the implications may be for future practice.
Computer Mediated Communication (CMC) is defined by Herring (1996) as communication that takes place between human beings via the instrumentality of computers. CMC has two types: synchronous and asynchronous. Many technologies can be used for CMC, synchronous CMC includes Chatting, Classroom Discussion, conference and MOOs; asynchronous CMC includes Mailing Lists, Bulletin Boards, and E-mail. CMC has promising features for language learning, for example, CMC affects language learners’ ways of message composing, editing accessing, reading and responding; it provides access to authentic language; gives language learners exposure to target language input; allows students to interact with other participants either immediately or freely; and moreover, synchronous CMC provides learners with an opportunity to produce greater output, while asynchronous CMC provides learners with an opportunity to produce more accurate output. I have used MOOs, and really benefit from them. MOOs are “virtual environments, in which participants can meet together and interact with each other and the environment” (Levy, p.91). MOOs are also text based, participants need to read the written description of their environment, and then interact with other participants to finish goals. More than only chat, MOOs allow participants to look at or even change their environments. And not just synchronous form communications, MOOs also have asynchronous forms such as E-mail system. In the MOOs chat room, participants have options to whisper or yell message. In conclusion, MOOs are combination of multiple communication modes for “exploratory learning and virtual immersion in language-learning environment” (Levy, p.93), and have potential as a tool for second language learning.
According to of Dr. Sauro's (2009) research, two types of computer-mediated corrective feedback on the development of adult learners’ L2 knowledge: (1) corrective feedback that reformulates the error in the form of recasts, and (2) corrective feedback that supplies the learners with metalinguistic information about the nature of the error, supported gains in target form knowledge in familiar contexts, and the metalinguistic group showed significant immediate gains. But neither type had a significantly greater effect on immediate target form knowledge, nor had a significantly greater effect on target form knowledge over time. For future practice, educators need to understand what kinds of feedback work best for which learners and which forms, and then choose effective feedback forms— oral, written, face-to-face, or computer-mediated.
*Levy – Ch. 4 Computer Mediated Communication
*BLACKBOARD – Sauro, S. (2009). Computer-Mediated Corrective Feedback and the Development of L2 Grammar. Language Learning & Technology, 13(1), 96-120.
What are some of the technologies used for CMC? What are some of the promising features of CMC for language learning. Comment on any of your uses of these technologies, in particular if you have used any of them for language learning or practice purposes. Finally, comment on the findings of Dr. Sauro's research, and what the implications may be for future practice.
Computer Mediated Communication (CMC) is defined by Herring (1996) as communication that takes place between human beings via the instrumentality of computers. CMC has two types: synchronous and asynchronous. Many technologies can be used for CMC, synchronous CMC includes Chatting, Classroom Discussion, conference and MOOs; asynchronous CMC includes Mailing Lists, Bulletin Boards, and E-mail. CMC has promising features for language learning, for example, CMC affects language learners’ ways of message composing, editing accessing, reading and responding; it provides access to authentic language; gives language learners exposure to target language input; allows students to interact with other participants either immediately or freely; and moreover, synchronous CMC provides learners with an opportunity to produce greater output, while asynchronous CMC provides learners with an opportunity to produce more accurate output. I have used MOOs, and really benefit from them. MOOs are “virtual environments, in which participants can meet together and interact with each other and the environment” (Levy, p.91). MOOs are also text based, participants need to read the written description of their environment, and then interact with other participants to finish goals. More than only chat, MOOs allow participants to look at or even change their environments. And not just synchronous form communications, MOOs also have asynchronous forms such as E-mail system. In the MOOs chat room, participants have options to whisper or yell message. In conclusion, MOOs are combination of multiple communication modes for “exploratory learning and virtual immersion in language-learning environment” (Levy, p.93), and have potential as a tool for second language learning.
According to of Dr. Sauro's (2009) research, two types of computer-mediated corrective feedback on the development of adult learners’ L2 knowledge: (1) corrective feedback that reformulates the error in the form of recasts, and (2) corrective feedback that supplies the learners with metalinguistic information about the nature of the error, supported gains in target form knowledge in familiar contexts, and the metalinguistic group showed significant immediate gains. But neither type had a significantly greater effect on immediate target form knowledge, nor had a significantly greater effect on target form knowledge over time. For future practice, educators need to understand what kinds of feedback work best for which learners and which forms, and then choose effective feedback forms— oral, written, face-to-face, or computer-mediated.
Thursday, March 4, 2010
Reading Prompt 7
Reading Prompt #7
*LEVY – Ch. 7 Practice
*BLACKBOARD - Grgurović, M. & Hegelheimer, V. (2007). Help
Options and Multimedia Listening: Students' Use of Subtitles and the Transcript. Language Learning & Technology, 11(1), 45-66.
What did Grgurović & Hegelheimer find with regards to using subtitles and transcripts to help ESL students develop listening skills in English? What are some of the implications for instruction?
From your reading of Levy, comment on one or more of the issues related to the practice dimension of CALL what you would want to take into consideration for your own classroom.
Subtitles and transcripts are good ways of helping ESL students developing English skills. They provide modified input to learners, but Grgurović & Hegelheimer (2007) find that students are tent to use subtitles more frequently than the transcript, and the subtitles, which the language learners are using as help option in daily life, are the preferred help options for language learners in language study. The higher proficiency level students use the subtitles more frequently and for longer amounts of time than the lower proficiency group, while they have very similar behavior on using the transcript.
The implications of Grgurović & Hegelheimer findings are since the students preferred subtitles and used subtitles more than the transcript, in designing CALL, the subtitles can be used as help option in multimedia listening materials. At the same time, the CALL designers can offer transcripts in addition to subtitle as multiple help options. Also, in order to accommodate different learning styles and preferences, the CALL designers should give the users more control over the help options, instead of following the prescribed route, the users can have the option of “skipping help”. Help option is an effective learning strategy, the CALL designers, teachers, and students need to interact together to achieve the best goals.
Levy (2006) mentioned that CALL can be used with the teaching and training in language skills of listening, speaking, reading, writing, and in language areas including vocabulary, grammar, and pronunciation. And all the examples are evidences of successfully using CALL to teach language skills. But the biggest concern for me to use CALL in my own classroom is how to choose appropriate technological options. Different learning objectives requires different hardware and software, teachers need to master the knowledge to employ the language technologies in the way that enable the students to achieve their learning goals (p191), for example, teachers need to know what kind of technology are best suited for a specific language skills, and what technology is appropriate in a specific language area. Since technology may facilitate or constrain language learning (p192), it’s very important for teachers to take this issue into consideration.
*LEVY – Ch. 7 Practice
*BLACKBOARD - Grgurović, M. & Hegelheimer, V. (2007). Help
Options and Multimedia Listening: Students' Use of Subtitles and the Transcript. Language Learning & Technology, 11(1), 45-66.
What did Grgurović & Hegelheimer find with regards to using subtitles and transcripts to help ESL students develop listening skills in English? What are some of the implications for instruction?
From your reading of Levy, comment on one or more of the issues related to the practice dimension of CALL what you would want to take into consideration for your own classroom.
Subtitles and transcripts are good ways of helping ESL students developing English skills. They provide modified input to learners, but Grgurović & Hegelheimer (2007) find that students are tent to use subtitles more frequently than the transcript, and the subtitles, which the language learners are using as help option in daily life, are the preferred help options for language learners in language study. The higher proficiency level students use the subtitles more frequently and for longer amounts of time than the lower proficiency group, while they have very similar behavior on using the transcript.
The implications of Grgurović & Hegelheimer findings are since the students preferred subtitles and used subtitles more than the transcript, in designing CALL, the subtitles can be used as help option in multimedia listening materials. At the same time, the CALL designers can offer transcripts in addition to subtitle as multiple help options. Also, in order to accommodate different learning styles and preferences, the CALL designers should give the users more control over the help options, instead of following the prescribed route, the users can have the option of “skipping help”. Help option is an effective learning strategy, the CALL designers, teachers, and students need to interact together to achieve the best goals.
Levy (2006) mentioned that CALL can be used with the teaching and training in language skills of listening, speaking, reading, writing, and in language areas including vocabulary, grammar, and pronunciation. And all the examples are evidences of successfully using CALL to teach language skills. But the biggest concern for me to use CALL in my own classroom is how to choose appropriate technological options. Different learning objectives requires different hardware and software, teachers need to master the knowledge to employ the language technologies in the way that enable the students to achieve their learning goals (p191), for example, teachers need to know what kind of technology are best suited for a specific language skills, and what technology is appropriate in a specific language area. Since technology may facilitate or constrain language learning (p192), it’s very important for teachers to take this issue into consideration.
Monday, March 1, 2010
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