Jungtae Kim Yonsei University Daniel Craig Seoul National University
<ul><li>Utilize the VoIP service, Skype ( http://skype.com ) </li></ul><ul><li>Enable users to essentially “broadcast” a c...
<ul><li>Great deal of comprehensible input necessary in order to acquire a language (Krashen, 1982). </li></ul><ul><li>Lac...
<ul><li>“ The foreign/second language learner’s affective filter is a psychological construct consisting of a set of affec...
<ul><li>Formal language learning disassociates language learning from the purpose of communication. </li></ul><ul><li>Enco...
<ul><li>Comprehensible Output, which posits that in addition to input, the production of language is necessary (Swain, 198...
https://skypecasts.skype.com/skypecasts/home
<ul><li>Comprehensible Input </li></ul><ul><ul><li>Learners can listen as  long as they would like, with no requirement fo...
<ul><li>This approach is not equal for all learners. </li></ul><ul><li>Low Proficiency Learners </li></ul><ul><ul><li>Need...
Language Proficiency Formal Informal Low Autonomy High Autonomy
<ul><li>Discourse analysis of the learners’ speech </li></ul><ul><li>Comparison of speech in formal and informal interacti...
<ul><li>Thank you very much! </li></ul><ul><li>Any Questions? </li></ul><ul><li>Jungtae Kim  ( [email_address] ) </li></ul...
Upcoming SlideShare
Loading in …5
×

Skypecasts as a mediator of authentic communication - ALAK 2007

1,861 views

Published on

This is the presentation from a CALL Fair (like a poster) presentation that Dan Craig and Jungtae Kim gave on November 17 at the ALAK 2007 conference at Sookmyung Women's University in Seoul, Korea.

Published in: Business, Education
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
1,861
On SlideShare
0
From Embeds
0
Number of Embeds
24
Actions
Shares
0
Downloads
29
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide

Skypecasts as a mediator of authentic communication - ALAK 2007

  1. 2. Jungtae Kim Yonsei University Daniel Craig Seoul National University
  2. 3. <ul><li>Utilize the VoIP service, Skype ( http://skype.com ) </li></ul><ul><li>Enable users to essentially “broadcast” a conference call. </li></ul><ul><li>Up to 100 users </li></ul><ul><li>Moderator controls access and speaking privileges. </li></ul>
  3. 4. <ul><li>Great deal of comprehensible input necessary in order to acquire a language (Krashen, 1982). </li></ul><ul><li>Lack of comprehensible input available outside of the classroom. </li></ul><ul><li>Skypecasts enable learners to listen to natural language usage. </li></ul><ul><li>Listen to native and non-native speakers. </li></ul><ul><li>Listen from the comfort and safety of their computer. </li></ul>
  4. 5. <ul><li>“ The foreign/second language learner’s affective filter is a psychological construct consisting of a set of affective factors which make the learner screen incoming TL information either consciously, or unconsciously ” (Laine, 1988, p. 13) </li></ul><ul><li>Part of Krashen’s Monitor theory (Krashen, 1982). </li></ul><ul><li>Well-established as the construct of anxiety in learning. </li></ul><ul><li>Skypecasts enable students to be both anonymous and participate at their own rate. </li></ul><ul><ul><li>Helps to lower the affective filter in language learners (Peter, Valkenburg, & Schouten, 2007; Poza, 2005; Yu, 2003; Birnie & Horvath, 2002; MacIntyre & Gardner, 1991; Horwitz, Horwitz, & Cope, 1986). </li></ul></ul>
  5. 6. <ul><li>Formal language learning disassociates language learning from the purpose of communication. </li></ul><ul><li>Encouraging authentic communication pairs language and purpose (Snow, Met, & Genesee, 1989). </li></ul><ul><li>Skypecasts enable learners to access authentic communication. </li></ul><ul><ul><li>Broad range of native and non-native speakers </li></ul></ul><ul><ul><li>Broad range of topics. </li></ul></ul>
  6. 7. <ul><li>Comprehensible Output, which posits that in addition to input, the production of language is necessary (Swain, 1985;1993) . </li></ul><ul><li>Skypecasts enable learners to use language when they feel comfortable enough to do so. </li></ul>
  7. 8. https://skypecasts.skype.com/skypecasts/home
  8. 9. <ul><li>Comprehensible Input </li></ul><ul><ul><li>Learners can listen as long as they would like, with no requirement for participation. </li></ul></ul><ul><ul><li>Multiple speakers, interactions, and topics encourage comprehensible input. </li></ul></ul><ul><li>Comprehensible Output </li></ul><ul><ul><li>Learners participate in natural, authentic communication. </li></ul></ul><ul><li>Authentic Interaction </li></ul><ul><ul><li>Language is authentic and purposeful. </li></ul></ul><ul><li>Affective Filter </li></ul><ul><ul><li>Anonymity lowers Affective Filter </li></ul></ul><ul><ul><li>Interactions are relatively risk-free </li></ul></ul><ul><ul><li>No need to produce the language until ready </li></ul></ul>
  9. 10. <ul><li>This approach is not equal for all learners. </li></ul><ul><li>Low Proficiency Learners </li></ul><ul><ul><li>Need more structure/scaffolding </li></ul></ul><ul><ul><li>Listen more than speak </li></ul></ul><ul><ul><li>Less autonomous </li></ul></ul><ul><li>High Proficiency Learners </li></ul><ul><ul><li>Need less structure/scaffolding </li></ul></ul><ul><ul><li>Should speak more </li></ul></ul><ul><ul><li>More autonomous </li></ul></ul>
  10. 11. Language Proficiency Formal Informal Low Autonomy High Autonomy
  11. 12. <ul><li>Discourse analysis of the learners’ speech </li></ul><ul><li>Comparison of speech in formal and informal interactions </li></ul><ul><li>Comparison between the Skypecasting and classroom instruction groups </li></ul><ul><li>Survey and focus group interviews on issues of motivation and affective domains </li></ul>
  12. 13. <ul><li>Thank you very much! </li></ul><ul><li>Any Questions? </li></ul><ul><li>Jungtae Kim ( [email_address] ) </li></ul><ul><li>Dan Craig ( [email_address] ) </li></ul><ul><li>You can find a copy of this presentation at </li></ul><ul><li>http://iucall.blogspot.com </li></ul>

×