After learning this course, I really gained a lot about various technologies in language teaching and learning. I could recall when I was teaching in the college, I mainly used PowerPoint in class, since the computer in the classroom cannot be connected to the net, I would bring my USB in which I stored some listening practices or videos to use in class. We never ask students to create a blog and write on it as we ourselves had no idea of the blog functioning as a language learning tool.
Actually, from my learning experience here, I could see most of my classmates do not write frequently, and if they did write something, most of which were due to the course requirement. I always hold the opinion that if someone cannot study with interests or passion, he will not master well or succeed. To me, blog may only serve as a writing tool. If I can use blog in teaching, I'd only use it to assist the writing course. Students may write the assigned compositions on the blog and others could peer edit and teachers would comment on them as well.They could as lo share some ideas irrelevant to studying.
Hotpotato is quite useful in designing papers. It will spare a lot of time typing the blanks.
I am very impressed by the teaching approach in primary and secondary schools in Hong Kong. They would teach in authentic contexts, which are more vivid and crisp. Maybe the teaching manner in mainland could be adjusted to some extent.
Learn a lot from my classmates in teaching more effectively. Enjoy it.
Thursday, April 22, 2010
Podcasting in language learning
Godwin-Jones (2005) says podcasting has started to be utilized in language learning. It provides a new and different way of conducting familiar tasks and a “narrowcasting” version of broadcast media. As MP3 player have been popular among the students, they could get easy access to download podcasts in the target language for listening while walking. Students could also create their own podcasts and share with others on the web, which will arouse their interests in language learning.
Constantine (2007) says that for students to benefit from listening to a podcast, the content must be relevant to the learner. If students feel the content relevant, they are most likely to apply what is learned to other situations whether it is at school or out in the real world. Constantine states that students will gain the most from podcasts if they employ strategic listening techniques to strengthen their learning, such as listen for one essential detail, listen for the whole information, listen for the key points, listen for mood and atmosphere, listen for the main idea, listen to hypothesize and predict, listen to make inference.
Constantine (2007) says that for students to benefit from listening to a podcast, the content must be relevant to the learner. If students feel the content relevant, they are most likely to apply what is learned to other situations whether it is at school or out in the real world. Constantine states that students will gain the most from podcasts if they employ strategic listening techniques to strengthen their learning, such as listen for one essential detail, listen for the whole information, listen for the key points, listen for mood and atmosphere, listen for the main idea, listen to hypothesize and predict, listen to make inference.
Music in language learning and teaching
These days I've read a book written by Murphey, talking about music in language learning and teaching.
Murphey (1999) examines the effect of music in grown-up’s emotional system and suggests that music and song could assist language learning as they are “widespread naturally in environment” (p. 125), “simple, affective, yet adult” (p.126), “may facilitate the development of language, both anthropologically and ontogenetically by means of a neurological stimulation of right hemisphere functions” (p.127). In the book, the author also shows a survey of present use of music and songs in language teaching, which may guide language teachers in their teaching practice. The survey covers these areas: song choices for EFL students, students’ reflection, present language learning types applied to the didactic use of songs, didactic choices, and video clips. Murohey (1999) states some problems with the use of music and songs according to his own observation and other teachers’. In the conclusion part, the author indicates some areas needed future investigation concerning songs in language teaching.
Murphey (1999) examines the effect of music in grown-up’s emotional system and suggests that music and song could assist language learning as they are “widespread naturally in environment” (p. 125), “simple, affective, yet adult” (p.126), “may facilitate the development of language, both anthropologically and ontogenetically by means of a neurological stimulation of right hemisphere functions” (p.127). In the book, the author also shows a survey of present use of music and songs in language teaching, which may guide language teachers in their teaching practice. The survey covers these areas: song choices for EFL students, students’ reflection, present language learning types applied to the didactic use of songs, didactic choices, and video clips. Murohey (1999) states some problems with the use of music and songs according to his own observation and other teachers’. In the conclusion part, the author indicates some areas needed future investigation concerning songs in language teaching.
Reflection on the group project
This Monday we made a brief presentation of our group project. The website is as follows: https://eportal.cityu.edu.hk/webapps/portal/frameset.jsp?tab=community&url=/bin/common/course.pl?course_id=_176795_1.
Our web is based on music, which is based on previous literature review concerning using music to assist language learning and teaching. Students will not get bored with music. We've chosen some pop music for listening and writing practice.
As we know students in mainland china are weaker in listening, speaking and writing. Since listening and writing are both tested in real exams on all occasions, our web mainly focus on these two aspects.
If you are interested in our project, you may log on the site.
Here, I want to mention some possible problems of our project.
First, since there are some linking or sound elimination in the music, if students are not familiar with phonology, they may not get aware of these.
Second, students may not really listen to the songs, rather they would find the lyrics on the net. There is not an effective method to prevent this or even check it.
Third, students may get involved in appreciating the music, not take it as a testing tool.
Anyway, if you have some good suggestions, please not hesitate to inform us. Merci beaucoup!
Our web is based on music, which is based on previous literature review concerning using music to assist language learning and teaching. Students will not get bored with music. We've chosen some pop music for listening and writing practice.
As we know students in mainland china are weaker in listening, speaking and writing. Since listening and writing are both tested in real exams on all occasions, our web mainly focus on these two aspects.
If you are interested in our project, you may log on the site.
Here, I want to mention some possible problems of our project.
First, since there are some linking or sound elimination in the music, if students are not familiar with phonology, they may not get aware of these.
Second, students may not really listen to the songs, rather they would find the lyrics on the net. There is not an effective method to prevent this or even check it.
Third, students may get involved in appreciating the music, not take it as a testing tool.
Anyway, if you have some good suggestions, please not hesitate to inform us. Merci beaucoup!
Monday, March 22, 2010
Reflection on My Words
My Words is fabulous to some extent. Here, I want to mention the two parts in it: Say it Right and Mark My Words.
As an English teacher from mainland China, I would recommend my students to make use of Say it Right, as the common problem of Chinese students learning English is their poor pronunciation. There is little opportunity for them to practice oral English with native speakers, and teachers do not have sufficient time to correct their pronunciation problems in class.
As to Mark My Words, I think it can help to share some burden of giving comments to every work. However, it may only be used to correct problems related to vocabulary or some common English usage. In the college, when we give comments to each one's writing, we often firstly judge from the perspective of whole structure and the relevance to the given topic. Vocabulary is lastly commented and often not much is commented on. And I don't think it's a good idea to give students a generalized comment as they may not read it at all. Teachers have to give university students specific comments.
As an English teacher from mainland China, I would recommend my students to make use of Say it Right, as the common problem of Chinese students learning English is their poor pronunciation. There is little opportunity for them to practice oral English with native speakers, and teachers do not have sufficient time to correct their pronunciation problems in class.
As to Mark My Words, I think it can help to share some burden of giving comments to every work. However, it may only be used to correct problems related to vocabulary or some common English usage. In the college, when we give comments to each one's writing, we often firstly judge from the perspective of whole structure and the relevance to the given topic. Vocabulary is lastly commented and often not much is commented on. And I don't think it's a good idea to give students a generalized comment as they may not read it at all. Teachers have to give university students specific comments.
Saturday, March 6, 2010
Reflection on Liou's article
http://Liou,H.C (1994).Practical considerations for multimedia courseware development:An EFL IVD experience. CALICO Journal.11(3).47-74. (1994).
Liou addresses the practical considerations for multimedia courseware development through the exploration of the development of a piece of English as a foreign language interactive videodisc (IVD) courseware. The courseware consists of four units: an Introduction, Hyper script, Film Viewing, and Film Viewing with Instruction.
Actually, I agree with Allen's statement that video has a lot of advantages in language teaching. It can give students visual vision, present the students real life and offer variety and entertainment. It can arouse students'interests in language learning. Supported by video, class teaching and learning could be more vivid and fun.
I agree with Liou in that point that constrained by the six year obligatory high school English education has not prepared the students well for the language proficiency. Students have fewer opportunities to use the target language in real way. They are weak at speaking and listening. They are only learning the so-called dumb-English. Besides, the number of students per class in large, thus teachers don't have enough energy to supervise each perfectly well. IVD itself can not improve students’ language skills. It should be companied by a sound lesson plan, etc. Language teachers should keep pace with the changes in language learning; know how to well implement technology into teaching.
Liou addresses the practical considerations for multimedia courseware development through the exploration of the development of a piece of English as a foreign language interactive videodisc (IVD) courseware. The courseware consists of four units: an Introduction, Hyper script, Film Viewing, and Film Viewing with Instruction.
Actually, I agree with Allen's statement that video has a lot of advantages in language teaching. It can give students visual vision, present the students real life and offer variety and entertainment. It can arouse students'interests in language learning. Supported by video, class teaching and learning could be more vivid and fun.
I agree with Liou in that point that constrained by the six year obligatory high school English education has not prepared the students well for the language proficiency. Students have fewer opportunities to use the target language in real way. They are weak at speaking and listening. They are only learning the so-called dumb-English. Besides, the number of students per class in large, thus teachers don't have enough energy to supervise each perfectly well. IVD itself can not improve students’ language skills. It should be companied by a sound lesson plan, etc. Language teachers should keep pace with the changes in language learning; know how to well implement technology into teaching.
Sunday, January 31, 2010
Reflection on Language Learner Behavior in a Virtual Environment
Jannie Roed conducts a pilot project to explore language learner behavior in a virtual environment. The research subjects are 13 first and second year students of Danish at the University of Edinburgh and University College London. The findings show that language learners display different behavior patterns and such a virtual environment is advantageous to the shy and introvert language learners.
Based on Jannie’s research, I would provide students such a platform after class to give those who are shy or slow learners to better learn English. However, I think it’s more meaningful to involve the majority of the students into activities in class and communicate face-to-face. A virtual environment could serve as an important supplement at best.
Based on Jannie’s research, I would provide students such a platform after class to give those who are shy or slow learners to better learn English. However, I think it’s more meaningful to involve the majority of the students into activities in class and communicate face-to-face. A virtual environment could serve as an important supplement at best.
Saturday, January 23, 2010
Sample web projects and my reflections
In Warschauer, M., Shetzer, H., & Meloni, C. F. (2000). Internet for English teaching: TESOL Alexandria, VA. [Chapter 7] (http://web.archive.org/web/20080328155030/http://exchanges.state.gov/education/engteaching/ifet.htm) the author briefly describes ten sample web projects teachers use to achieve better teaching outcomes in various contexts.
1. Primary School Web folios
An English teacher in Israle worked with fifth- and sixth-grade students. Students were asked to write and design their web pages in English themselves using the Netscape composer.In this way, students' multiple intelligence were developed well. The drawback of this project is that students would spend a lot of time mastering computer skills and carry out the tasks.
2. A primary School E-Mail Cultural Exchange
An English teacher in Portugal developed a voluntary, after-school e-mail exchange between a small groups of her students who are of sixth-grade and some U.S. students. The outcomes were that students; enthusiasm for English increased and their writing skills improved.
3. A Middle School Web Publishing Project
Two English teachers and a science teacher in Germany developed a Web publishing project for a seventh-grade English class based on a detective story. Students were told from the beginning that their writing would be published on the Web and they were assigned to firstly write a summary of the book, secondly to work in groups developping their ideas on a topic that built on the book's story and finally write personal home pages. In this way, students' motivation, commitment and creativity increased a great deal.
4. A Junior High Virtual Classroom
A junior high school English teacher in Taiwan created a bilingual virtual classroom on the World Wide Web called Jack's English Classroom, which include an announcement space, a message board, a forum and a chat room. In this way, students are able to practice their English after school in a virtual environment.
5. A High School E-Mail Exchange Project
An English teacher in a secondary school in Hong Kong developed a collaborative, task-based e-mail exchange project involving project-based learning, cooperative learning and process writing. Students worked with a class of native English speakers from the United States.
6. An Internet Research Project in an Intensive English Program
An English teacher in the United States structures her course around a major Internet to research Investment Project. Students use the Internet to research companies they may want to invest in and then work in teams to follow the stocks and compile an investment portfolio and finally create a Web site based on their research.
7. A University-Level Content-Based Course
A content-based language course called Crossing Borders via the Internet in a university in Japan. It is based on a 19-lesson syllabus that gave students the chances to simultaneously develop their hands-on technical skills, their knowledge about intercultural communication via the Internet and their language skills.
8. A University On-line Writing Course
A on-line writing class in a university in Aguadilla set up to maximize students' opportunities to communicate in writing with the instructor and with each other while teaching them to access to resources from the World Wide Web.There is also an electronic classroom using Nicenet's Internet Classroom Assistant. Students are required to get an e-mail address and to post assignments to the teacher via e-mail.
9. A University-Level Problem-Based Learning Course
Students in a university in France use modern communication tools to search for international internship opportunities. The language course focuses on planning projects, preparing CVs, developing written communication skills for business letters and e-mail,and so on. This course has been most successful with third- and fourth-year students.
10. A University Environmental Project
Students worked in international teams of approximately eight students to find the best solution for a real-world environmental problem. Teachers established a list to discuss the aims of the project and set the tasks and schedule. At the end of the semester, the students gave oral presentation on that work completed in each class.
My reflections:
I think in the context of primary school sample one is more practical as it is more interesting to the students. As to the context of high school, e-mail exchange, virtual classroom are effective ways. In the context of university, I prefer problem- and content-based learning projects as they could lead to beneficial backwash.
1. Primary School Web folios
An English teacher in Israle worked with fifth- and sixth-grade students. Students were asked to write and design their web pages in English themselves using the Netscape composer.In this way, students' multiple intelligence were developed well. The drawback of this project is that students would spend a lot of time mastering computer skills and carry out the tasks.
2. A primary School E-Mail Cultural Exchange
An English teacher in Portugal developed a voluntary, after-school e-mail exchange between a small groups of her students who are of sixth-grade and some U.S. students. The outcomes were that students; enthusiasm for English increased and their writing skills improved.
3. A Middle School Web Publishing Project
Two English teachers and a science teacher in Germany developed a Web publishing project for a seventh-grade English class based on a detective story. Students were told from the beginning that their writing would be published on the Web and they were assigned to firstly write a summary of the book, secondly to work in groups developping their ideas on a topic that built on the book's story and finally write personal home pages. In this way, students' motivation, commitment and creativity increased a great deal.
4. A Junior High Virtual Classroom
A junior high school English teacher in Taiwan created a bilingual virtual classroom on the World Wide Web called Jack's English Classroom, which include an announcement space, a message board, a forum and a chat room. In this way, students are able to practice their English after school in a virtual environment.
5. A High School E-Mail Exchange Project
An English teacher in a secondary school in Hong Kong developed a collaborative, task-based e-mail exchange project involving project-based learning, cooperative learning and process writing. Students worked with a class of native English speakers from the United States.
6. An Internet Research Project in an Intensive English Program
An English teacher in the United States structures her course around a major Internet to research Investment Project. Students use the Internet to research companies they may want to invest in and then work in teams to follow the stocks and compile an investment portfolio and finally create a Web site based on their research.
7. A University-Level Content-Based Course
A content-based language course called Crossing Borders via the Internet in a university in Japan. It is based on a 19-lesson syllabus that gave students the chances to simultaneously develop their hands-on technical skills, their knowledge about intercultural communication via the Internet and their language skills.
8. A University On-line Writing Course
A on-line writing class in a university in Aguadilla set up to maximize students' opportunities to communicate in writing with the instructor and with each other while teaching them to access to resources from the World Wide Web.There is also an electronic classroom using Nicenet's Internet Classroom Assistant. Students are required to get an e-mail address and to post assignments to the teacher via e-mail.
9. A University-Level Problem-Based Learning Course
Students in a university in France use modern communication tools to search for international internship opportunities. The language course focuses on planning projects, preparing CVs, developing written communication skills for business letters and e-mail,and so on. This course has been most successful with third- and fourth-year students.
10. A University Environmental Project
Students worked in international teams of approximately eight students to find the best solution for a real-world environmental problem. Teachers established a list to discuss the aims of the project and set the tasks and schedule. At the end of the semester, the students gave oral presentation on that work completed in each class.
My reflections:
I think in the context of primary school sample one is more practical as it is more interesting to the students. As to the context of high school, e-mail exchange, virtual classroom are effective ways. In the context of university, I prefer problem- and content-based learning projects as they could lead to beneficial backwash.
Saturday, January 16, 2010
Useful Websites for English learning and teaching
Here are some websites I could recommend, hope they may help or interest you in some aspect in you learning or teaching English.
1.Media&English magzines
http://www.iht.com/frontpage.html
http://www.zaobao.com/bilingual/bilingual.html
http://www.worldpress.org/index.shtm
http://www.nationalgeographic.com/
http://www.newyorker.com
http://www.feer.com/
2. English learning http://www.joyen.net/article/other/1/200501/14.html
3. Trasnlation
http://www.chinatranslate.net
http://www.bilinguist.com
4. English grammar&reading&teaching&writing
http://wfwok.topcool.net/grammar.htm
http://www.edufind.com/english/grammar/subidx.cfm
http://webster.commnet.edu/writing/writing.htm
http://www.englishchina.com/
5. Listening
http://www.historychannel.com/speeches/
http://www.un.org/av/
1.Media&English magzines
http://www.iht.com/frontpage.html
http://www.zaobao.com/bilingual/bilingual.html
http://www.worldpress.org/index.shtm
http://www.nationalgeographic.com/
http://www.newyorker.com
http://www.feer.com/
2. English learning http://www.joyen.net/article/other/1/200501/14.html
3. Trasnlation
http://www.chinatranslate.net
http://www.bilinguist.com
4. English grammar&reading&teaching&writing
http://wfwok.topcool.net/grammar.htm
http://www.edufind.com/english/grammar/subidx.cfm
http://webster.commnet.edu/writing/writing.htm
http://www.englishchina.com/
5. Listening
http://www.historychannel.com/speeches/
http://www.un.org/av/
Knowing Me
hi,it's Lara.
Tape-players accompanied me in middle school days when learning English. I can recall the time when we did listening exercises in class, we had to wait for several minutes for the teacher to play back the tape in order to listen again. To find a certain part in a tape was quite time-consuming and irritating. When doing the exams, English teachers need to carry the tape-player to each classroom successively to play the listening part of the test.
When in university, multi-media and computer were mostly used in class, which provided both sound and pictures. In the listening course, we don't need to wait for minutes to listen again. Each class can do the listening test at the same time. Besides, we can listen to BBC, VOA and other English programs online and even chat with native-speaker on the net.
As I could say, the progress of technology utilized in language learning and teaching well manifests the development of Chinese society. After graduating from Nanjing Normal University, I've been teaching in a college for three years. We are encouraged to utilize multimedia in class. I often use ppt as it is more comfortable to teach with it. Multimedia is used to play listening practice and movies as well.
As we know, learning a second language is not that easy as learning the mother tongue. Our brain is critical in language learning and I'm wondering which technology is most effective to help the brain to process language learning or which software or programs can serve better in learning a foreign language. From this course, I hope to clear these wonders and besides know more technologies, I am more willing to know how to utilize those technologies in future language teaching.
Tape-players accompanied me in middle school days when learning English. I can recall the time when we did listening exercises in class, we had to wait for several minutes for the teacher to play back the tape in order to listen again. To find a certain part in a tape was quite time-consuming and irritating. When doing the exams, English teachers need to carry the tape-player to each classroom successively to play the listening part of the test.
When in university, multi-media and computer were mostly used in class, which provided both sound and pictures. In the listening course, we don't need to wait for minutes to listen again. Each class can do the listening test at the same time. Besides, we can listen to BBC, VOA and other English programs online and even chat with native-speaker on the net.
As I could say, the progress of technology utilized in language learning and teaching well manifests the development of Chinese society. After graduating from Nanjing Normal University, I've been teaching in a college for three years. We are encouraged to utilize multimedia in class. I often use ppt as it is more comfortable to teach with it. Multimedia is used to play listening practice and movies as well.
As we know, learning a second language is not that easy as learning the mother tongue. Our brain is critical in language learning and I'm wondering which technology is most effective to help the brain to process language learning or which software or programs can serve better in learning a foreign language. From this course, I hope to clear these wonders and besides know more technologies, I am more willing to know how to utilize those technologies in future language teaching.
Subscribe to:
Posts (Atom)
