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CHAT IN LANGUAGE TEACHING
 

CHAT IN LANGUAGE TEACHING

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    CHAT IN LANGUAGE TEACHING CHAT IN LANGUAGE TEACHING Presentation Transcript

    • HOW TO USECHATIN LANGUAGE TEACHING 1
    • Chat has potential to link students around the world, in real time. AROUND THE WORLD + REAL TIMEREAL TIME:the actual time duringwhich a process takesplace 2
    • A bit history The first online chat system was called Talkomatic, created by Doug Brown and David Woolley in 1974 on the PLATO System at the University of Illinois. It offered several channels, each of which could accommodate up to five people, with messages appearing on all users screens character-by-character as they were typed. Talkomatic was very popular among PLATO users into the mid- 1980s. 3
    • Since it is a technologymany learners are familiar with andthey use in their social lives we can use it in the classroom where possible. 4
    • While communicating with students from differentlocations of the world,seeing the face of the communicator,hearing the voice of the communicatormight be interesting and motivating. 5
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    • As an English teacher, by means of that technologyYou can provide a link between yourclassroom and students from differentplaces of the world you can design collaborative projects 7
    • You can encourage your students to havechat out of the classroomto do their homeworkto conduct self study activitiesto improve their language skillsOne important issue to keep in mind is that using chat needs to have a clear purpose for learners. 8
    • Chat is a tool that can provide real timecommunication just like mobile phone butchat is different from mobile phonecommunication, forchat users can see theavailability of other chatusers whether they are on-line, busy etc. 9
    • On the other handchat users can arrangehis/her availability 10
    • Types of Chat (Medium)Text-chat Audio (voice)-chat Video chat Types of Chat (Participants) Public chat Private chatTypes of Chat (aim [Educational]) Free Topic Chat Collaborative, task-oriented chats Informative or academic chats Practice chats 11
    • Communication mediumTEXT CHATCommunication takes place by means of typed text.Users type their message into the chat program, send themessage, and the message instantly appears on thescreen(s) of the other user(s). 12
    • Communication mediumAUDIO OR VOICE CHATCommunication between chat users takes place via audio,like a phone conversation, but is conducted on theInternet.To use audio chat, you need to have a microphone andspeakers and/or headphones. 13
    • Communication mediumVIDEO CHATCommunicators can see each other on the computerscreen as they communicate.This type of chat requires WEB CAM (either as integratedpart of the computer or an external device attached to thecomputer) and microphone-speaker set or headphones. 14
    • PUBLIC CHAT ParticipantsThe chat group any user can join.There are many public chat rooms on the Internet, on ahuge variety of topics, which you can join.Typically, in a public chat room users do not know eachother, although regular users of a specific chat room willget to know each other over time, and users may decide touse an alias instead of their real name. 15
    • ParticipantsPRIVATE CHATThis requires the installation of a client program, whichconnects individual use-over the Internet.Private text chat is also known as instant messaging.Some of the most popular instant messaging programs areYahoo! Messenger, Google Talk, Skype and AOL InstantMessenger. 16
    • AimFREE TOPIC CHATSThere is no topic or agenda set for the chat, and nospecific moderatorA group of learners meeting in pairs or in smallgroups via an instant messaging program topractise English together, for example at theweekend 17
    • AimCOLLABORATIVE, TASK-ORIENTED CHATSLearners meet by means of chat out of class tocomplete a real task, such as preparing a PowerPoint presentation or putting together the results ofa survey which they will then present to peers in theclassroom. 18
    • AimINFORMATIVE OR ACADEMIC CHATSA learner or a teacher gives a presentation on atopic via chat. This is then followed by a questionand answer stage, orA learner or teacher brings specific questions on atopic to be explored in the chat itself.This approach works well in the context of a blended learning, where learnersmeet some of the time online and some of the time face-to-face. 19
    • AimPRACTICE CHATSIn such chats learners can practise a specificfunction or form of language, or a specific skill orstrategy out of class time.For example a voice chats for practising “any telephone situation”Practising future tenses for predictions,Practising pronunciation of words including silent letters(knight, doubt, align, would, psychology, honest and who) 20
    • CHAT SOFTWAREWhatever software you use, the mostimportant point you should consideris the QUALITY OF YOUR INTERNETCONNECTION (bandwidth and speed)There are many more sophisticated programsavailable for free, which allow video and audioconferencing alongside other tools. 21
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    • AOL Instant Messenger (AIM) 24
    • Google Talk 25
    • ICQ 26
    • Yahoo! Messenger 27
    • Skype 28
    • Web sites with browser-based chat services eBuddy Tinychat Facebook Trillian FilmOn Userplane Gmail Convore MeBeam Woo Media Meebo Google+ Mibbit Wireclub Omegle 29
    • DECISION!Whether to use chat with learners who meet face-to-face ona regular basisDecision should be based on the answers to these questions:Does using text or voice chat with learners improve theirEnglish?What kind of English should learners use in chat?What technical skills do teachers and learners needto be able to use chat?What benefits does the use of chat bring to theclassroom? 30
    • Does using text or voice chat with learners improve theirEnglish?As a rule we expect that negotiating the meaning helpslearners with their language improvement.But text chat poses some problems in languagedevelopment.1-Language is sound2-Written language is a kind of transformation and it requires alanguage learned beforehand3-This type of contact encourages users to interact anonymously withwhoever happens to coexist in imaginary contexts. These virtualinteractions involve them in `talking more freely than ever before.(Language ego)4-Especially text chat created a form of language that will slowly takeover common grammar. New words are created; slang wordschange the norm of literacy of the proper English with a new hybridlanguage. Voice chat is more likely to make learners produce more fluentlanguage. 31
    • What kind of English should learners use in chat?Probably they learn abbreviations, slang words, acronyms AAR At Any Rate GA Go Ahead AFAIK As Far As I Know H&K Hugs and Kisses b4 Before HAGD Have A Good Day BBL Be Back Later IAC In Any Case BBS Be Back Soon IC I See BCNU Ill Be Seeing You. IMO In My Opinion b/f Boyfriend (also IOW In Other Words shown as bf, B/F, or TC Take Care BF) THX Thanks! BFN Bye For Now TTYL Talk To You Later BR Best Regards WC WelCome CUL8R See You Later YL Young Lady CUOL See You On Line YM Young Man F2F Face To Face YW Youre Welcome FYI For Your Information Please visit to see more? http://www.web-friend.com/help/lingo/chatslang.html Please see table on page 76 in your course book 32
    • What technical skills do teachersand learners need to be able to use chat?For text chat typing ability (Using keyboard to type)Slower typists will find it more difficult tocontributeCurrent chat software is very easy toinstall and use, so no special technical skillsare needed by either teachers or learners, 33
    • What BENEFITS does the use ofchat bring to the classroom?Using chat in the classroom can be motivatingto learners.The teacher is,bringing current technology into the classcreating the possibility of contacting andcommunicating with students from the otherparts of the world. 34
    • text chat or voice chat?Text chat and voice chat are very different.(Learners are using two different sets of skills)Text chat requires WRITTEN (typed)INTERACTION, while voice chat relies on SPOKENINTERACTION. 35
    • TEXT CHAT(+) Learners may be familiar(+) Non threatening (not require instant reply)(+) Transcripts can be used for analysis(-) Can be chaotic(-) Language is sound(-) Non standard or hybrid language(-) Typing ability is not a language skill 36
    • VOICE /VIDEO CHAT(+) Motivating for learners(+) Real language (oral) practice(-) Might be threatening for learners(-) Suitable for very small groups(-) Requires broad bandwidth and speed connection(-) Recording chat sessions require using specialsoftware 37
    • How to start using text or voice chatwith learnersTo start using chat in the classroom requiresplanning of some stagesstart with text chat, and then moveon tovoice chatonce learners have had a chance to practisewith text chat. 38
    • How to start using text or voice chatwith learnersStep 1 Install and learn to use the softwareDownload and install a popular instant messaging programwhich includes various chat facilities(e.g. MSN Messenger, Google Talk or Skype) tocomputers. 39
    • How to start using text or voice chatwith learnersStep 2 A practice chat classSome of the students may already be familiar with chat whilesome other may not.Identify those who are familiar with chat and learn forwhat reasons they use chat and which software they usefor their chat sessions.Establish pairs matching more experienced chat userswith less experienced ones.Explain clearly that the aim of the practice class is simply toencourage them to chat to each other to become familiarwith the software, even if the situation is somewhatunrealisticMake clear to learners that the goal of the lesson is to usechat to practise their English outside class.First, allow students time to get used to using text chat, thenlet them experiment with voice chat, in the same chatsoftware. 40
    • How to start using text or voice chatwith learnersStep 3 - Contact with another classThrough an international teachers network contact withteacher who would like to link up her/his class viachat, and together decide on a time to chat.Before chat session, let your students email each other toexchange some personal information, so that learnersknow each other before chatting online.Once learners know each other and feelcomfortable, you could introduce a voice chat. 41
    • POSSIBLE GROUPINGS FOR CHATa) If learners have individual computers,you can simply form pairs, one from Class A beingpaired with one from Class B.b) If there are enough computers to work insmall groups on a single computer, clearguidelines for turn-taking in each group need tobe provided by the teacher.c) If there is one single computer inclassroom, an entire class can use onemicrophone for a voice chat, with the teacherallocating turns, introducing topics and signallingthe various stages of the lesson. 42
    • Any chat lesson, whether using text and/or voicechat, should include the following stages:AN INTRODUCTORY/WARMER PHASETHE MAIN CONTENT OF THE CHATA CLOSING STAGE 43
    • AN INTRODUCTORY/WARMER PHASEThis phase (as an icebreaker) may include detailedintroductions and an exchange of personalinformation if learners are chatting together for thefirst time, or it may consist of a simple exchange ofinformation, such as What was the best thing youdid last weekend? for learners who have alreadychatted in the past. 44
    • THE MAIN CONTENT OF THE CHATIncludes one main task, or a series of short tasks,which learners need to complete, and could bebased on a worksheet which learners have beengiven before the chat. 45
    • A CLOSING STAGELearners summarise what they have achieved inthe chat, and say goodbye.The teacher might have set a brief closing task,such as asking learners to tell each other one thingthey have enjoyed about the chat. 46
    • A SAMPLE TEXT CHAT LESSON PLANThis sample lesson describes a first text chat between two lowlanguage level secondary school classes who are in differentcountries.Before the classThe teacher first makes contact with the teacher of a similar classThe learners first meet each other via an email exchange.Learners should be confident about how to use the chat program.With the teacher of the other class, time for the chat is setClassroom arrangementsArrangement of groups or pairs is made.During the chatWhat learners do in chat as a task should be arranged in detailand given to the learners in the form of worksheet. Learnersshould perform the task by filling worksheets.After the chatWhat learners have achieved during the task can be convertedinto posters, written reports. 47
    • KEY POINTS TO BE TAKEN INTO CONSIDERATIONTry the software out in the computer room with the class before settingup the real chat. (See learners can use it and if there are technicallimitations)Set a clear task, or series of tasks, for the chat, so that learners are notleft wondering what to chat about. Ensure that it is clear to learnerswhat the purpose of using chat is.Arrange groups and pairs properly. The ideal group size for a text orvoice chat is small!Record the chat. Most text chat programs will allow you to log (record) thetext conversation as a transcript, which can then be used for analysisHave a contingency plan!If your schools Internet connection is down, or for any reason you areprevented from being able to use the computer equipment, ensure thatyou have a backup plan to do something else with your learners! 48
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