Listening & speaking
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Listening & speaking

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  • Open up the following sites before class: http://newsouthvoices.uncc.edu/nsv/narrativeshttp://goo.gl/EAgIf
  • Authentic – content and delivery package are not made for language learners.

Listening & speaking Listening & speaking Presentation Transcript

  • Listening & Speaking 2.0CALL 3/25/13slideshare.net/jwsmart
  • Listening & Speaking Monday  Jon: Overview of tools in Listening & Speaking  Jena: Skype Wednesday  Turkan: Student podcasting & pronunciation  Kristen: Youtube (watching and creating videos)  Hongbo: Captioning videos  Guanya: A/V CMC  Bek: Making your own podcasts  Wiki: Guanya & Hongbo
  • Listening Pedagogical challenges:1. How can teachers/students sort through material and find what they need?2. What kind of listening materials are best for our students (i.e., how authentic, how much support/scaffolding is needed)
  • Listening materials Authenticity issues Authentic materials to support authentic listening Podcasts Teacher-generated content: Why & How
  • Types of authenticity (Robin, 2011)1. Authentic (content and delivery package are not made for language learners)2. Semi-authentic (feels authentic to NS, but made for pedagogical purposes)3. Authentic w/ scaffolding (original material packaged for learners).4. Non-authentic (content and delivery designed for pedagogy)5. Authentic materials w/ authentic support (often learner- generated)…probably the most novel & interesting from an educational perspective.
  • Authentic listening materialsw/ authentic support (Robin, 2011)a) Repeatable materialb) Short-length materialc) Audio or video with transcripts or captions  Scripts can be found for many movies and TV shows.  Many Youtube videos (and other services) have captions  Some A/V corpora also include scripts (e.g., CNCC)d) Material w/ background available elsewheree) Non-commercial clip on user content sitesf) Authentic interaction (what does authenticity mean, even within native speaker community)
  • Podcasts Podcasts can be audio (usually mp3) or video. You can subscribe to them or download individual episodes.(Nurmukhamedov & Sadler, 2012):1. Discrete category: focused on a specific topic, often one speaker, short podcasts (e.g., Just Vocabulary Podcast)2. ESL-focused: Speech adjusted, supplemental materials, transcripts.3. General audience: most podcasts, based around topic or presenter(s), or series of speakers (TED, PSYCH 101)4. ESL Super Podcasts: Multiple podcasts hosted by large organizations (e.g., BBC Learning English, Voice of America)
  • Podcast list (20 minutes) Go to the following Google Doc. Check out some of the podcasts listed in each category. Add others that you know of to the appropriate categories.goo.gl/EAgIf
  • Creating content for your learners: Why?Flip teaching – very popular idea in current pedagogy. Instruction (i.e., exposure to new material and ideas) occurs outside of the classroom through readings, recorded presentations, screencasting, etc.). In class time is used to facilitate learner-centered activities (i.e., work on problems, tasks, projects). Research still not entirely clear (especially for LLs) Infographic on Flip Teaching
  • Creating content for your learners: How? Creating Digital Stories (w/ narration) Asynchronous use of voice recording (e.g., Vocaroo, Audioboo, Voicethread) Screencasting (e.g., Jing, screencast-o-matic.com, or Showme if you have an iPad) Creating Youtube videos or other videos (e.g., Quicktime/Windows Media videos uploaded to LMS).
  • Speaking materials Technology can afford learners many opportunities for speaking and interacting. They can speak with others through ACMC (Audioboo) or SCMC (e.g., Skype). Learners can create their own audio/video content, such as:  Recording their own presentations.  Recording audio/video diaries  Making their own videos/digital stories  Creating their own podcasts.
  • Skype (Jena)
  • Youtube (also see Vine, Catch) Youtube has pedagogical applications for speaking and listening. Options for privacy settings/sharing. Listening:  learners can subscribe to Youtube channels and create playlists  Learners can use captions, comment on videos, repeat videos. Speaking:  learners can create their own videos and upload them to Youtube (and share them w/ one another).  They can respond to videos with their own videos.  Sample activities: McGill on I-TESLJ
  • Let’s try it out (20 minutes) Choose one of the following. Work on your own or with a partner. Prepare to share your ideas with the class.1. Podcasting: How could you work with learners to create podcasts? Brainstorm some ideas for language skills or topics that could be used in podcasting.2. Youtube: How could you use Youtube (or Vine) to develop learners speaking AND listening abilities? Brainstorm some ideas for language skills or topics that could be used in creating videos.3. Screencasting: Look at Jing, Screencast-o-matic, ShowMe or a similar service and brainstorm some ideas for using screencasting as an instructional tool in the classroom.