Online Portfolio

Livebinders online portfolio: http://www.livebinders.com/play/play?present=true&id=867158

Using Corpora in the Language Classroom

Way back in Week 6, we discussed using Corpora in the Language Classroom. I haven't had much experience with Corpora, and my initial impression is that it would not engage many students. But this impression is probably due to my lack of experience with corpora. When would you use corpora in the classroom, and how? A corpus can show language learners authentic examples of language as it is actually used. It can help students notice patterns in language use, and for collocations that might not be obvious to a non-native speaker. Potential corpus activities. In class, we discussed how corpus activities generally supported inductive language learning. DuBravac (2013) suggests using concordancing activities for form-focused instruction. The teacher can give students examples of a language feature, and the students must figure out the grammatical rules of use based on these examples. I looked up a website DuBravac cited (http://www.ict4lt.org/en/en_mod2-4.htm#activity1) and liked their suggested activities. The "Guess the Mystery Word Activity," is designed for beginners who need to be introduced to concordances and understand how they work. This reminds me that anytime technology is being used in the classroom, it needs to be explained to students. In this case, the teacher would need to explain the appearance of concordances, how key words are used, and explain left-context and right-context phrases. I like this activity because it is fairly simple, could be adapted for lower-proficiency learners, and contains an element of "mystery." Reppen (2010) suggests using corpora to generate word lists identifying frequent vocabulary used in a particular text. These lists can be used during classroom instruction to help students learn the vocabulary necessary to understand a text. Reppen also suggests making sentence scramble activities using common collocations derived from a corpus report. Some of the benefits of using corpora for language learning referenced in our texts include: 1) authenticity, 2) contextualization of language use, 3) inductive rule formation, 4) learning patterns of language use and linguistic nuance, 5) multiple exposures to language items, 5) testing of language hypotheses, 6) discovery of collocations, 7) comprehensible input, 8) improvements to language, critical thinking, and writing skills can result. I think it would be worthwhile to learn more about how corpora can be used in the classroom and to investigate how it could inform materials and activities development.

CBT and Language Portfolios

Week 13, Computer-Based Language Testing. In our class this week, we discussed the potential benefits and drawbacks of computer-based language testing (CBT). The benefits include a consistent mode of presentation (or delivery), consistent timing, no need to interpret handwriting, practicality (time, money, # of proctors necessary to hire), world-wide access, and the ability of computer adaptive tests to adjust to student abilities. Although the study by Jamieson indicated that taking computer-based language tests did not disadvantage different learner groups, some people in class had different experiences. For instance, Turkan mentioned a practical problem. It is often hard to find English keyboards in EFL settings, or, if there is an overlay representing a different script, it is often difficult to remember and often not marked on the keyboard itself. Someone else (sorry, I can't remember who or I would give them a shout-out here) mentioned that the process of English composition may be different between people who type and people who handwrite, which could put people who handwrite at a disadvantage when using a computer-based test. Another question is whether typing proficiency plays a role in successfully completing CBT writing tests. Also, is CBT practical for all language testing situations? For instance, what about basic literacy tests? Tests for refugees (some of whom may have no computer literacy)? Jena referenced an example of several African students who took the PIE placement test. Their unfamiliarity with technology threw them off, and the test process became frustrating for both the test-takers and the proctor. While the technology issues were resolved, it may have triggered a negative affective reaction. Some of these difficulties may have practical solutions, but others warrant further research. E-Portfolios. Dan Isbell presented the idea of language portfolios, and I rather like the idea. Last semester, we watched a video about the EU language portfolios, and they looked like a good way to assess a learner's progress, and to compile their accomplishments. I also think it is an interesting method to present your professional qualifications in lieu of or to supplement a CV.

Palabea

Palabea Palabea has great potential as a website to learn language. Users can choose up to three languages to learn, and can connect with speakers of those languages. What's really interesting about this website is that you can narrow down your research by topics of interest. In order to communicate with others, you have to find people with similar interests connected at the same time as you. You can also set up appointments with others to meet on specific days and times. It is user friendly and easy to navigate (unless you're Marianna) and users can communicate via text or video. www.palabea.com

Culture and CALL

This past week we discussed teaching culture through CALL. I can see how the Internet provides a wealth of information regarding other cultures that is easily accessible. Choosing materials that lead students to a greater appreciation of other cultures and that promote an understanding of different cultural perspectives is important. Teaching culture should go beyond stereotypes and "shallow" aspects of culture. The article we read approached the teaching of culture through processes, products, and perspectives. This seems to be a fairly good way of approaching culture, especially as it is difficult to define what culture is, exactly. One of the exciting things about teaching any language is the opportunity to communicate cross-culturally, to get to know people with different cultural backgrounds, and to develop a better understanding of people throughout the world. I like the idea of interacting in virtual worlds like Second Life to communicate with people in different cultures. However, I still continue to be confused about the difference between a "culture" and a "community of practice," especially when it refers to online communities. I would tend to think of an online community as a "community of practice" rather than an online culture, but our article and the discussion in class appeared to approach them as separate cultures. Any thoughts, classmates?

Nour and Marianna's activity

Using YouTube to learn about the American Culture from different cultural perspectives: -Students are asked to watch a Friends' episode on YouTube -Students will identify 3 cultural aspects that are not stereotypes that they think to be typical to the American Culture.(Answers should be well elaborated and explained) -Compare/Contrast these 3 aspects to 3 similar/different aspects found in their cultures. -Students post their answers to a discussion board thread on bblearn. -Each student has to write a short reflection on another students' entry. -Each entry should have only ONE comment.

Materials Development #2

Materials Development #2: https://docs.google.com/file/d/0B85vn1DVStkGalZtdWpYRWloQms/edit?usp=sharing Animal Categorization Worksheet: https://docs.google.com/file/d/0B85vn1DVStkGUjZhcUhfdmp6NEk/edit?usp=sharing Chupacabra Wordle: https://docs.google.com/file/d/0B85vn1DVStkGUmpVVzFKZ3ItQjA/edit?usp=sharing Chupacabra Reading: https://docs.google.com/file/d/0B85vn1DVStkGaVVWMlRGaWR0Njg/edit?usp=sharing