Corpora, CMC, etc.

TodayMaterials Development 1

Review corpus information (Flowerdew, AntConc)

Presentations: Taichi, Marianna, Kerry

Discuss: Lai & Li

HousekeepingNext Wednesday: 5:15-6:30 drop-in workshop on building your own website (on NAU servers and/or Google) in LA 301

Turn in Materials Development tonight (10 points).

Sticking files in your blog

To insert a file in your Blogger blog…

Go to Google Drive (drive.google.com)

Use your same login.

Upload the file(s).

Uploading files to Google Drive

Once the files are uploaded, click “Share.”

Change the Privacy Settings

Post “Link to share” in your blog.

Google Drive Privacy SettingsTo share the document on your blog, choose

Public on the web or Anyone with the link.

Then copy and past the link in your blog entry.

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: Challenges

Bottom-up, atomistic

Data are decontextualized (not transferable to students’ work)

Corpus-based learning usually inductive, but why?

Lots of types of corpora – which to use?

Inductive work with corpora

Data-driven learning most common model of corpus-based teaching.

Two forms: hands-on or paper-based

Concordance lines or searches are used to notice patterns.

Why is this so? (Scaffolding, Guided Induction)

Flowerdew gives 4 step model:

AntConcFree, accessible concordancer (Paid: MonoConc, Wordsmith; Free: AntConc, Regex Concord).

Use to develop concordance lines for research or teaching.

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 language units in multimodal, task-based synchronous computer-mediated communication. Language Learning & Technology, 13(2), 68-87.

Marianna: Hampel, R. (2006). Rethinking task design for the digital age: A framework for language teaching and learning in a 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 conferencing

Discussion forums

Social networking commenting

Voice messaging (e.g., Audioboo, Voicethread)

IRC Chatrooms

Blog/news story commenting

Youtube commenting

Lai & Li, 2011TBLT – based on CLT principles

Ellis (2009)

1. Primary focus on meaning

2. Gap (knowledge, opinion) drives task

3. Rely on learners’ resources to complete activity

4. 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

Technology-based TBLT

Two main forms: Synchronous/Async CMC

Tech-based TBLT requires more expanded communicative competence, including:

Linguistic-functional competence

sociocultural competence

institutional competence

environmental competence

(Lamy, 2004)

Research shows…Anonymity reduces affective filters, more language production (and more complex and accurate) (deindividuation)

Learners use L2 consistently

Negotiation leads to language learning

More creativity

Collaborative tasks can provide scaffolding framework

Task designIn designing Tech-based TBLT activities we should consider…

Give learners language preparation

Give learners sociocultural/pragmatic preparation.

Give learners clear evaluation criteria/means for feedback.

Understand where/how focus on form plays a role in your CMC.

Post-task activities

Use the CMC interaction to create data for learners reflection (i.e., record video, copy transcripts of text interaction).

Have learners engage in reflective activities (discussions, blogging, etc.) about their language use, success of their task, etc.

DiscussionWhat makes a good language learning task (with or without technology)? Have you used any or seen any that you thought were effective? What made them so?

What might be some important differences in the application of synchronous vs asynchronous CMC in TBLT?

Discussion (part 2)

With your group, brainstorm some technologies that you know of that might be useful in designing TBLT. What are they?

As a group come up with at least 1 Tech-based language learning task. Share it with the class.