P pt peer teaching class audio blog final

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P pt peer teaching class audio blog final

  1. 1. by Valerie Jones-Washington Susan Rexroad
  2. 2. “Learning cannot proceed without exposure and practice….. The more exposure and practice, the more proficient the learner will become.”, Bernard Splosky, Professor Emeritus Linguistics and English, Bar-Ilan University, Israel, language learning researcher and author “… practice in the target is a necessary condition of second language learning.”, Bonnie Norton Peirce, Professor and Distinguished Scholar, University of British Colombia, language learning education
  3. 3. Must use language to learn language.
  4. 4.  Limited classroom speaking opportunities  Language Ego  Willingness to take “risks” and communicate
  5. 5.  Exercisespromote speaking outside the classroom  Technology provides an opportunity  Class Audio Blog (Voice Boards)  Introduce in stages
  6. 6.  Intermediate & advance students  Post podcasts to class blog site (space considerations)  Comment on blogs (text only based on platform)  Ground rules - promote positive as well as identify form errors  In-class practice “basic skills such as pronunciation and intonation” & interviewing
  7. 7.  Easy to more challenging - Means of developing language ego  Exercise phases: - Introductory - Intermediate - Advanced
  8. 8.  Introductory: Students respond to assigned topics  Intermediate: Interview classmates  Advanced: - Interview target language speakers - Group Production, mix first languages
  9. 9.  Favorite movie  Favorite food  Experiences speaking English  Current events  Topics from text
  10. 10.  Michigan State University, ESL Student Publications, ESL musings, Scott Duarte, ESL Instructor http://www.eslstudentpublications.com/2009/08
  11. 11.  Increases confidence, strengthens language ego  Provides feedback to teacher  Receive feedback from teacher & students  Increase speaking opportunities  “Privacy” less stressful for “timid” speakers  Practice speaking with target language speakers  Improve listening skills
  12. 12.  Limited research  Requires a mic & computer or handheld recorder  Students may not know what to talk about  Recording self can feel “artificial” - An Anthropological Introduction to YouTube  Can lack “spontaneity” – spontaneity in production
  13. 13.  Communications classes  Public relations  Marketing  English  Technology  Distance learning  Learning disabled
  14. 14.  Uploading recorded podcasts or audio logs using onMason - onMason supports the creation of podcast streams thru  iTunes  Skydrive.live.com or drop.io (both services will supply you with a URL to access your media.  onMason’s Media Library  Inserting the media directly into your onMason post NOTE: USING onMASON TO HOST MEDIA YOU ARE ALLOTTED LIMITED SPACE (150mb), BUT CAN REQUEST MORE.
  15. 15.  Use a voice recorder to record your voice, later converting it into a wav file onto the computer with a separate program  Download and install Audacity or Praat (which are both free software programs that record voices) - Record your voice directly onto the computer using a plugin microphone or your computer’s built in microphone - Enter a file name and save sound file you have recorded as a wav file on your computer http://audacity.sourceforge.net/download/ http://.fon.hum.uva.nl/praat/
  16. 16.  onMason site Add Media by uploading wav file directly into post  Activate a plugin (via the plugin panel, link is on the left of your dashboard) called podPress. NOTE: THERE IS A POSSIBILITY TO GET MEDIA OFF YOUR PHONE, BUT IT REALLY DEPENDS ON YOUR PHONE.
  17. 17.  http://valeriesworld.onmason.com
  18. 18.  Wimba – is the leading provider of collaborative learning software application and services to the education industry - Collaborative Features: Podcaster, Voice Presentation, Voice Discussion Board, Voice Email - Collaborative Uses: Add instructor’s voice to enhance presence, sends voice comments on assignments, teaches pronunciation, rhythm, stress, and emphasis, and allows users to engage in audio-based threaded discussions http://www.wimba.com
  19. 19.  Boston College  Stony Brook  University of North Carolina  St. John’s University  Auburn University  Drexel University
  20. 20.  Brown, D. H., (2007).Teaching by principles an interactive approach to language pedagogy (3rd ed.), White Plains, NY: Pearson Education.  Ho, Y. (July 2003). Audiotaped dialogue journals: an alternative form of speaking practice, ELT Journal, 57 (3), p. 269-277. Retrieved from http://biblioteca.uqroo.mx/hemeroteca/elt_journal/2003/julio/570269.pdf  Kukulska-Hulme, A. (2009) Will mobile learning change language learning? ReCALL, 21(2), p. 157–165. Retrieved from http://oro.open.ac.uk/16987/1/download.pdf  Peirce, B.N. (spring 1995). Social Identity, investment, and language learning, TESOL Quarterly, 29(2), p. 9-31. Retrieved from http://www.lerc.educ.ubc.ca/fac/norton/TQ%20(1995)%20- %20Social%20identity,%20investment,%20and%20language%20learning.pdf  S. Durate (personal communication, March 16, 2010)  Sun, Y. (June 2009). Voice blog: An exploratory study of language learning. Language Learning & Technology, 13 (2), 88-103. Retrieved from http://llt.msu.edu/vol13num2/sun.pdf

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