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Livemocha Vs[1][1][1] Livemocha Vs[1][1][1] Presentation Transcript

  • Livemocha vs. “Intercambio” Online chat & face to face interaction Lucia M. Montas April 21, 2008 Tifle
  • Introduction: Why study live mocha?
    • A recent article in the NY Times entitled:
    • “ Learning from a native speaker without leaving home” (2/18/2008) sparked my interest in online communities.
    • Live mocha is a social networking site targeted for people who want to learn a foreign language with the help of a native speaker.
  • Approach
    • Social learning theory : Social learning theory focuses on the learning that occurs within a social context . It considers that people learn from one another, including such concepts as observational learning, imitation, and modeling. Among others Albert Bandura is considered the leading proponent of this theory.
    • Motivation: Gardner & Lambert (1959, 1972) were the first two researchers to analyze motivation within the language learning context. They divided motivation into two groups: integrative and instrumental .
    • Negotiation of Meaning : how it affects vocabulary acquisition
    • The term “negotiation” refers to the modification and information restructuring that takes place when learners and their interlocutors experience difficulty in understanding messages.
    View slide
    • Methodology:
    • What is the significant difference between Livemocha and real life interaction?
    • What are some positive benefits of learning an L2 online? (chat)
    • What are the disadvantages of chatting online vs. face to face?
    • What type of interaction is produced face to face?
    • Which one provides more motivation for the language learner? (integrative vs. instrumental)
    • Which one will be more beneficial for language production? (vocabulary & cultural awareness )
    • Which one produces more negotiation of meaning in vocabulary production?
    • Which one do students prefer? (f2f or chat)
    View slide
  • Focus
    • Motivation : integrative vs. instrumental
    • Vocabulary production
      • (Negotiation of meaning)
      • Nouns
    • Cultural awareness ( specifically knowledge of different cultural practices & views).
  • What others say…
    • The Motivational power of Internet Chat : Douglas Jarrell has done a similar analysis based on ESL learners in Japan.
    • He concluded that students preferred online chat groups over face-to face interaction.
    • According to his research, Japanese students have a cultural barrier and different educational background that makes them uncomfortable in face to face interactions. Ex: quiet observation vs. active participation .
  • Negotiation & Vocabulary
    • First, vocabulary negotiation has been shown to be a common feature of interactions between NSs and L2 learners (e.g., Gass & Varonis, 1985b;Laufer, 1998; Pica, 1994; Pica, Holliday, Lewis, & Morgenthaler, 1989.
    • Nouns are considered the easiest to learn , being more likely to evoke images and thus more meaningful, whereas verbs and adverbs are the most difficult to learn (N. Ellis, 1994; Ellis & Beaton, 1993). For these reasons, nouns have been selected for this study.
  • Participants
    • This project targets beginning level students of SPN 1130 at UF.
    • Since each class consists of about 25 students half the class will have a real-life native speaker partner and the other half will create an account in live mocha for a semester.
  • Cultural Awareness
    • Cultural competence refers to an ability to interact effectively with people of different cultures. Cultural competence is comprised of four components: (a) Awareness of one's own cultural worldview, (b) Attitude towards cultural differences, (c) Knowledge of different cultural practices and worldviews , and (d) cross-cultural Skills. Developing cultural competence results in an ability to understand, communicate with, and effectively interact with people across cultures.
    • Reference: Mercedes Martin & Billy Vaughn (2007). Strategic Diversity & Inclusion Management magazine, pp. 31-36. DTUI Publications Division: San Francisco, CA.
    • (This study will focus on the knowledge of different cultural practices and worldviews because it is easier to measure).
  • Methodology
    • The study lasts 2 semesters so that each student will get the opportunity to try out both methods.
    • The class of 25 students will be interacting throughout a whole semester with a native speaker in Spanish. (Online & face-face interaction).
    • Students with real life partners will record their interactions using a blog.
    • Students in live mocha will save their chat sessions.
  • Assessment
    • Students will take a post and pre-test at the beginning and at the end of the semester to see if their vocabulary production has increased (noun recognition). (DCT or Multiple choice)
    • At the end of the study students will fill out a survey based on their opinions of what they prefer ( chat or face-to-face interaction ).
  • Conclusions
    • What I hope to accomplish with this study is:
    • A better understanding of what students prefer in social learning (chat or face to face conversation)
    • What can help motivate them more in the FL classroom.
  • Bibliography
    • NEGOTIATION AND ORAL ACQUISITION OF L2 VOCABULARY (The Roles of Input and Output in the Receptive and Productive Acquisition of Words) María José de la Fuente  Vanderbilt University (2002)
    • The Motivational Power of Internet Chat by: Douglas Jarrell , Mark R Freiermuth RELC Journal , Vol. 36, No. 1. (1 April 2005), pp. 59-72.