Chat for Business Purposes
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This document discusses a study on the communication strategies used by non-native Spanish speakers in online chat conversations. The study involved 18 participants split into two groups - one experimental group of non-native Spanish speakers chatting with each other, and one control group of non-native Spanish speakers chatting with a native Spanish speaker. Over 15 chat sessions, the researchers analyzed which communication strategies the non-native speakers used, how their strategies differed between chatting with other non-natives versus a native, and the effectiveness of different strategies. Previous research on communication strategy use in computer-mediated communication was also reviewed.
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KC Lee from the National University of Singapore will present a paper titled "English language learning in the world of multis: Multimedia, multimodal, multilateral, multiplatform" at the 1st National Conference on English, Englishes, and Englishing in multilingual and multimedia environments at the University of Santo Tomas, Philippines. The paper will discuss how English is learned in a world with multiple media, modes of communication, perspectives, and platforms, drawing on references that explore the role of blogs, social media, computers, and other technologies in language learning.
Bibliography of dr kc lee
KC Lee from the National University of Singapore will present a paper titled "English language learning in the world of multis: Multimedia, multimodal, multilateral, multiplatform" at the 1st National Conference on English, Englishes, and Englishing in multilingual and multimedia environments at the University of Santo Tomas, Philippines. The paper will discuss how English is learned in a world with multiple media, modes of communication, perspectives, and platforms, drawing on references that explore the role of blogs, social media, computers, and other technologies in language learning.
Ust bibliography kc lee
KC Lee from the National University of Singapore will present a paper titled "English language learning in the world of multis: Multimedia, multimodal, multilateral, multiplatform" at the 1st National Conference on English, Englishes, and Englishing in multilingual and multimedia environments at the University of Santo Tomas, Philippines. The paper will discuss how English is learned in a world with multiple media, modes of communication, perspectives, and platforms, drawing on references that explore the role of blogs, social media, computers, and other technologies in language learning.
Eurocall 2011, Nottingham
This document summarizes Elina Tapio's research on English language learning among Finnish Sign Language users from a multimodal perspective. Her research examines the use of English through fingerspelling words and interactions in online chats. She uses Mediated Discourse Analysis and Nexus Analysis to study two cases - informal online interactions and fingerspelling English words in sign language contexts. Her goal is to understand indigenous practices and how English is encountered in everyday life to inform teaching English to the deaf community.
Livemocha Vs[1][1][1]
This document discusses two methods for learning a foreign language: Livemocha, an online language learning community, and face-to-face interaction. It proposes researching these methods by having students in a Spanish class interact online with Livemocha or in person with native speakers over one semester. The study aims to understand which method provides more motivation, cultural awareness, vocabulary gains, and is preferred by students by analyzing chat logs, surveys, and pre/post vocabulary tests.
Communicative competence presentation. Rodríguez Rivera Beatriz
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Al pres
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Communicative Language Teaching : A new Perspective
Communicative language teaching (CLT) aims to teach communicative competence. It focuses on using language for meaningful purposes rather than just studying its structure. Classroom activities in CLT involve real communication tasks between students using all aspects of language. The teacher's role is to facilitate communication, while students play an active role as communicators. CLT is based on the idea that language learning occurs when students focus on expressing and understanding meaningful messages.
A critical view of ELT history
This study traces three major shifts in TESOL methods from 1991 to 2006: 1) from communicative language teaching to task-based language teaching, 2) from method-based pedagogy to postmethod pedagogy, and 3) from systemic discovery to critical discourse. It analyzes these shifts, including the transition from CLT to TBLT due to problems with CLT like lack of authenticity in classrooms. It also examines the transition from method-based teaching to postmethod frameworks that emphasize local knowledge and teacher autonomy. Finally, it discusses the shift toward critical approaches that connect language to real-world issues.
N serfling 820 eposter
This document outlines plans for a proposed multimodal composition course at a mid-sized Midwestern university. The course would integrate traditional print literacies with new technology-based literacies and address issues of rhetoric, social implications of technology, and making literacy practices more visible. It would be organized in three units around blogs, wikis, and visual rhetoric. The goal is for the course to bridge academic and new media discourses, develop multiple literacies, and critique the social aspects of digital technologies.
HLS 2016 references
This document contains a list of 17 references cited by Gillian Lord (HLS2016) on the topic of second language phonology and foreign accent. The references are from academic journals and books published between 1981 and 2016. They examine factors that influence foreign accent in a second language such as a speaker's first language, amount of experience with the second language, and listener perceptions based on accent.
Code switching and mixing in internet Chatting
This case study examined occurrences of code switching and code mixing in online chat conversations between 12 non-native English speakers from Spanish and Indonesian backgrounds. The study found that:
1) Indonesian participants code switched more frequently than Spanish speakers. Topics like confirming often triggered code switching.
2) Code switching was more common than code mixing. Insertion was the most frequent type of code mixing.
3) Topics around movies, food, computers frequently triggered code switching for both cultures.
The study contributes data on code alternation practices between cultures in synchronous computer-mediated communication. It adopts definitions of code switching as inter-sentential changes and code mixing as intra-sentential changes below the
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This document describes a course called Commercial & Technical Spanish (SPA 302) taught by Francisco Salgado-Robles. The course objectives are to expose students to basic business concepts in the Spanish-speaking world and develop Spanish proficiency. The course components include online modules, in-class activities focused on communication, and a final project. The course was redesigned with a grant from the A&S-CELT Course Redesign Institute.
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