Learning Languages from Interactive
Television: Language Learners Reflect on
Techniques and Technologies
Presenter : Jyun ...
Sanaz, F., Judith, M., &Pemberton(1996).
Learning Languages from Interactive
Television: Language Learners Reflect on
Tech...
Content
Conclusion
Introduction
Background
Literature review
Gap
Purpose of the study
• iTV
Interactive television (iTV) is a new media technology
that has great potential for supporting language
learning, pa...
• Background
From the earliest examples of paper-based language
technologies such as dictionaries and grammar books,
throu...
• Gap
. While there is an extensive literature on many other
aspects of language learning and teaching, particularly
in cl...
• Purpose
. The aim of the study is to understand their motivations,
the methods they find useful and the problems they
en...
•iTV has the potential to extend lifelong learning
opportunities to new types of learner. Conventional
TV is a known and t...
• People have a tendency to do other things -
ironing, chatting, reading, eating - while viewing.
(Gauntlett & Hill, 1999)...
•Digital television, available via cable and satellite,
adds a new dimension to learning from the TV by
multiplying availa...
• “Television is perceived as a leisure, rather than
a
work, technology, so any learning services need to
be designed with...
• “Television is therefore already a powerful
learning environment for language learners.
Interactivity adds new facilitie...
• Participants
• Instrument
• Data analysis
14
• Participants
15
Language
English 14 / numbers
Turkish 7 / numbers
Total = 21
Age Number
21~30 years old 10
31~50 years o...
Video-recording
16
Instrument
17
Data analysis
Analyzed
Three evaluators analyzed the transcription independently.
Procedure
18
Group 1 Group 2
Group 3
Motivation => Why do they want to study language?
Approaches =>How do they study thei...
Motivation
1. They learning a specific language was a
necessity.
2. They wanted to communicate with foreigners.
3. They li...
Approach
Book
Audio/radio
20
Number Notes
14 had used language textbooks.
Number Notes
13 had used radio to assist languag...
• Video
• Computer
21
Number Notes
13 had used target language television for language
learning, with five using it often....
• Communication technologies(e-mail, chat
rooms)
• iTV
22
Number Notes
6 had used e-mail for language learning, with three...
• Life experience
A taxi driver and had an extensive knowledge of
the local road network had developed his own
version of ...
• Participants watched television for entertainment,
and even our most fanatical language learners were
not keen to watch ...
• Many participants mentioned difficulties in
remembering languages and grammar rule that
they had learned but did not pra...
• Although researcher provide quite detail
information about participants, the sample items
of questionnaires did not ment...
• Remembering show the questionnaires, if that
questionnaires were adapted from other researchers
, cite the name and year...
Interactive television language learners reflect
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Interactive television language learners reflect

  1. 1. Learning Languages from Interactive Television: Language Learners Reflect on Techniques and Technologies Presenter : Jyun Yan Wu Instructor : Ping-Ying Hsu Date : March 17,2014
  2. 2. Sanaz, F., Judith, M., &Pemberton(1996). Learning Languages from Interactive Television: Language Learners Reflect on Techniques and Technologies. Language Learning and Technology, 4,4336-4343. Citation 2
  3. 3. Content
  4. 4. Conclusion Introduction Background Literature review Gap Purpose of the study
  5. 5. • iTV Interactive television (iTV) is a new media technology that has great potential for supporting language learning, particularly for independent adult learners. 5
  6. 6. • Background From the earliest examples of paper-based language technologies such as dictionaries and grammar books, through language laboratories, radio, audio tapes, television programs, CD-ROMS, the Internet and most recently Mobile technologies. (Sharples, 2000) 6
  7. 7. • Gap . While there is an extensive literature on many other aspects of language learning and teaching, particularly in classroom settings, we know surprisingly little about the independent language learner's attitudes and approaches to learning and to technologies for supporting it. 7
  8. 8. • Purpose . The aim of the study is to understand their motivations, the methods they find useful and the problems they encounter.. 8
  9. 9. •iTV has the potential to extend lifelong learning opportunities to new types of learner. Conventional TV is a known and trusted technology. (Reeves & Naas, 1996) Literature Review 9 Potential Motivation
  10. 10. • People have a tendency to do other things - ironing, chatting, reading, eating - while viewing. (Gauntlett & Hill, 1999). Literature Review 10
  11. 11. •Digital television, available via cable and satellite, adds a new dimension to learning from the TV by multiplying available channels. (Meinhof, 1998; Moores, 1996) Literature Review 11 Multiplying TV for learning
  12. 12. • “Television is perceived as a leisure, rather than a work, technology, so any learning services need to be designed with this in mind.” (Ling & Thrane, 2002) Literature Review 12
  13. 13. • “Television is therefore already a powerful learning environment for language learners. Interactivity adds new facilities for information retrieval and communication” (Gawlinski, 2003) Literature Review 13
  14. 14. • Participants • Instrument • Data analysis 14
  15. 15. • Participants 15 Language English 14 / numbers Turkish 7 / numbers Total = 21 Age Number 21~30 years old 10 31~50 years old 4 Over 50 years old 7 All participants were frequent users of computer.
  16. 16. Video-recording 16 Instrument
  17. 17. 17 Data analysis Analyzed Three evaluators analyzed the transcription independently.
  18. 18. Procedure 18 Group 1 Group 2 Group 3 Motivation => Why do they want to study language? Approaches =>How do they study their language with technology ?
  19. 19. Motivation 1. They learning a specific language was a necessity. 2. They wanted to communicate with foreigners. 3. They liked languages and were permanent language learners. 19
  20. 20. Approach Book Audio/radio 20 Number Notes 14 had used language textbooks. Number Notes 13 had used radio to assist language learning, with five using it often.
  21. 21. • Video • Computer 21 Number Notes 13 had used target language television for language learning, with five using it often. Number Notes 8 had used a variety of software products, including online language courses, to assist their learning
  22. 22. • Communication technologies(e-mail, chat rooms) • iTV 22 Number Notes 6 had used e-mail for language learning, with three using it often. Number Notes 0 None of the participants had used interactive TV for language learning, nor were they particularly impressed with the current state of iTV technology and services.
  23. 23. • Life experience A taxi driver and had an extensive knowledge of the local road network had developed his own version of location-based mnemonics. 23 “I associate Spanish vocabulary with street names”.
  24. 24. • Participants watched television for entertainment, and even our most fanatical language learners were not keen to watch TV programmers. • They benefits from multimedia of material, with different media complementing each other and providing context to facilitate understanding. 24
  25. 25. • Many participants mentioned difficulties in remembering languages and grammar rule that they had learned but did not practice after class. • However, they had developed many solutions and approaches to the memory problem. 25
  26. 26. • Although researcher provide quite detail information about participants, the sample items of questionnaires did not mention. • The sample size quite small, the result is incomplete, and not suitable for other location. 26 Critique
  27. 27. • Remembering show the questionnaires, if that questionnaires were adapted from other researchers , cite the name and years. • Inviting more participants join the study, it is to increase the reliability and validity, and develop the instrument part of questionnaires(balance). 27 Suggestion

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