TodayMaterials Development 1Review corpus information (Flowerdew, AntConc)Presentations: Taichi, Marianna, KerryDiscuss: Lai & Li
HousekeepingNext Wednesday: 5:15-6:30 drop-in workshop onbuilding your own website (on NAU servers and/orGoogle) in LA 301Turn in Materials Development tonight (10 points).
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Materials Development Grading1. Lesson plan: Clear, explicit, technology used for language learning, match between goals/objectives and activities.2. Technology: Has a clear purpose, scaffolded instructions for learners, works and is meaningful.3. Overview: Explains learning context and goals/objectives, provides rationale for using technology, refers to readings in CALL when appropriate.
Flowerdew: ChallengesBottom-up, atomisticData are decontextualized (not transferable tostudents’ work)Corpus-based learning usually inductive, but why?Lots of types of corpora – which to use?
Inductive work with corporaData-driven learning most common model of corpus-based teaching.Two forms: hands-on or paper-basedConcordance lines or searches are used to noticepatterns.Why is this so? (Scaffolding, Guided Induction)Flowerdew gives 4 step model:
AntConcFree, accessible concordancer (Paid:MonoConc, Wordsmith; Free: AntConc, RegexConcord).Use to develop concordance lines for research orteaching.Can train learners to use it Carefully sequenced instructions Try out and plan model searches beforehand. Use corpus appropriate for learning level and purpose.
PresentationsTaichi: Collentine, K. (2009). Learner-use of holistic languageunits in multimodal, task-based synchronous computer-mediated communication. Language Learning &Technology, 13(2), 68-87.Marianna: Hampel, R. (2006). Rethinking task design for thedigital age: A framework for language teaching and learning ina synchronous online environment. ReCALL 18 (1), 105-121.Kerry: Sauro, S. (2011). SCMC for SLA: A research synthesis.CALICO Journal, 28(2), 369-391.
Which of the following do you use?Video conferencingDiscussion forumsSocial networking commentingVoice messaging (e.g., Audioboo, Voicethread)IRC ChatroomsBlog/news story commentingYoutube commenting
Lai & Li, 2011 TBLT – based on CLT principles Ellis (2009)1. Primary focus on meaning2. Gap (knowledge, opinion) drives task3. Rely on learners’ resources to complete activity4. Clearly defined outcome, using lang to achieve the outcome.
Limitations/criticisms of TBLT Requires students to pretend they’re not in class Trad classroom structures (passive learning, crowded/large classes) not conducive Different levels of learners Use of target lang
Research shows…Anonymity reduces affective filters, more languageproduction (and more complex and accurate)(deindividuation)Learners use L2 consistentlyNegotiation leads to language learningMore creativityCollaborative tasks can provide scaffoldingframework
Task designIn designing Tech-based TBLT activities we shouldconsider…Give learners language preparationGive learners sociocultural/pragmatic preparation.Give learners clear evaluation criteria/means forfeedback.Understand where/how focus on form plays a role inyour CMC.
Post-task activitiesUse the CMC interaction to create data for learnersreflection (i.e., record video, copy transcripts of textinteraction).Have learners engage in reflective activities(discussions, blogging, etc.) about their languageuse, success of their task, etc.
DiscussionWhat makes a good language learning task (with orwithout technology)? Have you used any or seen anythat you thought were effective? What made themso?What might be some important differences in theapplication of synchronous vs asynchronous CMC inTBLT?
Discussion (part 2)With your group, brainstorm some technologies thatyou know of that might be useful in designing TBLT.What are they?As a group come up with at least 1 Tech-basedlanguage learning task. Share it with the class.