Livemocha Vs[1][1][1]


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Livemocha Vs[1][1][1]

  1. 1. Livemocha vs. “Intercambio” Online chat & face to face interaction Lucia M. Montas April 21, 2008 Tifle
  2. 2. Introduction: Why study live mocha? <ul><li>A recent article in the NY Times entitled: </li></ul><ul><li>“ Learning from a native speaker without leaving home” (2/18/2008) sparked my interest in online communities. </li></ul><ul><li>Live mocha is a social networking site targeted for people who want to learn a foreign language with the help of a native speaker. </li></ul>
  3. 3. Approach <ul><li>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. </li></ul><ul><li>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 . </li></ul><ul><li>Negotiation of Meaning : how it affects vocabulary acquisition </li></ul><ul><li>The term “negotiation” refers to the modification and information restructuring that takes place when learners and their interlocutors experience difficulty in understanding messages. </li></ul>
  4. 4. <ul><li>Methodology: </li></ul><ul><li>What is the significant difference between Livemocha and real life interaction? </li></ul><ul><li>What are some positive benefits of learning an L2 online? (chat) </li></ul><ul><li>What are the disadvantages of chatting online vs. face to face? </li></ul><ul><li>What type of interaction is produced face to face? </li></ul><ul><li>Which one provides more motivation for the language learner? (integrative vs. instrumental) </li></ul><ul><li>Which one will be more beneficial for language production? (vocabulary & cultural awareness ) </li></ul><ul><li>Which one produces more negotiation of meaning in vocabulary production? </li></ul><ul><li>Which one do students prefer? (f2f or chat) </li></ul>
  5. 5. Focus <ul><li>Motivation : integrative vs. instrumental </li></ul><ul><li>Vocabulary production </li></ul><ul><ul><li>(Negotiation of meaning) </li></ul></ul><ul><ul><li>Nouns </li></ul></ul><ul><li>Cultural awareness ( specifically knowledge of different cultural practices & views). </li></ul>
  6. 6. What others say… <ul><li>The Motivational power of Internet Chat : Douglas Jarrell has done a similar analysis based on ESL learners in Japan. </li></ul><ul><li>He concluded that students preferred online chat groups over face-to face interaction. </li></ul><ul><li>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 . </li></ul>
  7. 7. Negotiation & Vocabulary <ul><li>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. </li></ul><ul><li>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. </li></ul>
  8. 8. Participants <ul><li>This project targets beginning level students of SPN 1130 at UF. </li></ul><ul><li>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. </li></ul>
  9. 9. Cultural Awareness <ul><li>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. </li></ul><ul><li>Reference: Mercedes Martin & Billy Vaughn (2007). Strategic Diversity & Inclusion Management magazine, pp. 31-36. DTUI Publications Division: San Francisco, CA. </li></ul><ul><li>(This study will focus on the knowledge of different cultural practices and worldviews because it is easier to measure). </li></ul>
  10. 10. Methodology <ul><li>The study lasts 2 semesters so that each student will get the opportunity to try out both methods. </li></ul><ul><li>The class of 25 students will be interacting throughout a whole semester with a native speaker in Spanish. (Online & face-face interaction). </li></ul><ul><li>Students with real life partners will record their interactions using a blog. </li></ul><ul><li>Students in live mocha will save their chat sessions. </li></ul>
  11. 11. Assessment <ul><li>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) </li></ul><ul><li>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 ). </li></ul>
  12. 12. Conclusions <ul><li>What I hope to accomplish with this study is: </li></ul><ul><li>A better understanding of what students prefer in social learning (chat or face to face conversation) </li></ul><ul><li>What can help motivate them more in the FL classroom. </li></ul>
  13. 13. Bibliography <ul><li>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) </li></ul><ul><li>The Motivational Power of Internet Chat by: Douglas Jarrell , Mark R Freiermuth RELC Journal , Vol. 36, No. 1. (1 April 2005), pp. 59-72. </li></ul>