Jespon, K. (2005). Conservations--and negotiated interaction--in text and voice chat rooms. http://llt.msu.edu/vol9num3/jepson/
According to this article, Kevin Jepson demonstrates that voice chat do repair moves than text chat. The difference between voice and text chat are the former improve pronunciation rapidly and the latter enhance grammar quickly.
In the text chat, it is possible for several participants to send message simultaneously and unrelated and previously abandoned topics, thus creating a discourse sequence that is different from face-to-face where participants speak in turn on a single topic thread (Doughty & Long 2003, Negretti, 1999). I totally agreed with this point. Chatting with many people simultaneously will change the topic quickly and the leader is uneasy to manage it and off the topic.Text chat seems to enable participants from varying levels of expertise to assist one another in co-constructing social activity (Ortega 1997, St. John & Cash 1995). When I chatted with Ns who come from different countries in SL, we assisted and exchange knowledge each other. When I chat with them, they don’t care about my error such as writing style, grammar and so on. I did many self correction and clarification requests because it had to type it quickly, the other was I didn’t really know that their usage. I believe that no people wants to repair the others when you are chatting because it needed a time to type, sometimes you have to think that how to talk to them. No people will criticize your writing directly. So I agree with this article.
Conservation in voice chat rooms would seem to benefit learners in the repair move aspects of language development, especially in pronunciation repair and in the incorporation of repair move. When I used voice chat with my friends or others, they repaired my pronunciation a lot because my pronunciation was poor. If your pronunciation is unclear, there is no way to continue communicating with each other. Using voice chat occur clarification request more because of technological problems. Voice chat seems to our talking in daily life which is easier to repair others. When you communicate with others, they will point out your weakness at once apart from text chat. So i think voice chat is easier to occur repair moves.
2008年12月30日 星期二
2008年12月29日 星期一
Internet-Based Reading
Brandl,K.(2002) Integrating Internet-based reading materials into the foregin language:curriculum:From teacher-to-student-centred approaches. http://llt.msu.edu/vol6num3/brandl/default.html
This article discusses about the pro and con about the internet- based reading. There are three approaches
Teacher-Determined lessons
The teacher prescreens and selects reading materials or cultural readings from Internet-based or other resources, designs comprehension activities, and makes them available through his/her Web page. Students' responses to reading tasks are limited by the capacity of authoring packages, which at its best allow for automatic tailoring of true/false, matching, or multi-choice answers.
Teacher-Facilitated lessons
The instructor provides a set of learning tasks that engage the learners in exploring reading materials in their authentic environments. The instructor facilitates the student’s reading process and guides the learners to explore a variety of preselected resources, providing a clear goal to be accomplished by students. In this method, student can get extra knowledge from the internet. Student and teacher will have more extra topics to discuss.
Learner-Determined Lessons
The learners determine the topics, reading materials and the way they go about exploring the reading themselves. In this method, student can choose their topic depend on their hobby,sometimes they will feel confused because they don't know how to choose the good topic.In my opinion, three of the principles have advantages and disadvantages. I prefer teacher-facilitated most because student gather informations from everywhere and student will have an ability to select a good article.When you are in the society, your superior only gives you the scope of the project and they never direct you how to accomplish it. As Teacher- Determined lessons, student will lose the chance of exposing the external world.
This article discusses about the pro and con about the internet- based reading. There are three approaches
Teacher-Determined lessons
The teacher prescreens and selects reading materials or cultural readings from Internet-based or other resources, designs comprehension activities, and makes them available through his/her Web page. Students' responses to reading tasks are limited by the capacity of authoring packages, which at its best allow for automatic tailoring of true/false, matching, or multi-choice answers.
Teacher-Facilitated lessons
The instructor provides a set of learning tasks that engage the learners in exploring reading materials in their authentic environments. The instructor facilitates the student’s reading process and guides the learners to explore a variety of preselected resources, providing a clear goal to be accomplished by students. In this method, student can get extra knowledge from the internet. Student and teacher will have more extra topics to discuss.
Learner-Determined Lessons
The learners determine the topics, reading materials and the way they go about exploring the reading themselves. In this method, student can choose their topic depend on their hobby,sometimes they will feel confused because they don't know how to choose the good topic.In my opinion, three of the principles have advantages and disadvantages. I prefer teacher-facilitated most because student gather informations from everywhere and student will have an ability to select a good article.When you are in the society, your superior only gives you the scope of the project and they never direct you how to accomplish it. As Teacher- Determined lessons, student will lose the chance of exposing the external world.
Digital Stories improve English?
Verdugo,D.R & Belmonte,I.A.(2007).Using digital stories to improve listening comphrehension with Spanish young learners of English. http://llt.msu.edu/vol11num1/ramirez/default.html
According to this article, there are two groups in the project one is the control and others is the experimental group. Eventually, the experimental group improves their listening comprehension skills than the control group cause digital stories promote concentration and focus children’s attention on the oral input received.As my opinion, digital stories may help student improving listening ability and oral input but the instructor needs to know how to design the lesson according to the student level. If your lesson is for EFL students, you have to create it easier than ESL students. If you put the difficult vocabularies and phrases in your digital story, sometimes EFL students may misunderstand the content. The instructor needs to include higher quality sound and slower story-telling pace.I think that before the class the instructor has to give per studying to the lrarners. After listening the story, they improve listening ability and getting the new vocabularies at the same time. It is suitable at elementary school. I definitely agree with this article, tales and stories are effective listening materials for children to develop listening comprehension and literacy both in their first and foreign language (Dickinson 2001. . .)
According to this article, there are two groups in the project one is the control and others is the experimental group. Eventually, the experimental group improves their listening comprehension skills than the control group cause digital stories promote concentration and focus children’s attention on the oral input received.As my opinion, digital stories may help student improving listening ability and oral input but the instructor needs to know how to design the lesson according to the student level. If your lesson is for EFL students, you have to create it easier than ESL students. If you put the difficult vocabularies and phrases in your digital story, sometimes EFL students may misunderstand the content. The instructor needs to include higher quality sound and slower story-telling pace.I think that before the class the instructor has to give per studying to the lrarners. After listening the story, they improve listening ability and getting the new vocabularies at the same time. It is suitable at elementary school. I definitely agree with this article, tales and stories are effective listening materials for children to develop listening comprehension and literacy both in their first and foreign language (Dickinson 2001. . .)
Writing on the interent improve writing?
Bloch,J.(2004)Second Language cyber rhetoric:A study of Chinese L2 writers in an online Usenet group. http://llt.msu.edu/vol8num3/bloch/
Writers in cyberspace may produce a different type of writing than that found in the classroom. We learn everything from the internet nowadays because it is convenient to search informations what we want. Writing everything in space and blog where represent ourselves because many people would like to depict their emotions in the space without noticing grammar. It doesn’t the same as the traditional classroom writing which is more restricted to learners such as grammars, topics and so on. The internet provides a linguistic freedom that may not exist in the classroom. The internet also was a medium for creating a community that could coalesce around a single issue. Warschauer (1995) has argued the internet provides the opportunity for ESL students to take risks with the language they are learning without the fear of correction.
MA(1996) argues that on the internet, Asian students may be more direct and more open than they would be in face-to-face contexts. The lack of face-to-face contact can reduce the possibility for a “loss of face,“ which could occur in a classroom if the student demonstrates inappropriate social or linguistics behavior. In my opinions, face-to-face make me nervous. Making eye contact with listeners which exhibit our confidence is the important fact when you are in presentation. Lacking the eye contact expresses that losing confidence. So this performance won’t be graceful than others because of tension.Traditional classroom writing improves the writing than in the internet because the instructor reminds the mistakes to you except writing in the internet. Face-to-face is similar to traditional classroom writing.
Writers in cyberspace may produce a different type of writing than that found in the classroom. We learn everything from the internet nowadays because it is convenient to search informations what we want. Writing everything in space and blog where represent ourselves because many people would like to depict their emotions in the space without noticing grammar. It doesn’t the same as the traditional classroom writing which is more restricted to learners such as grammars, topics and so on. The internet provides a linguistic freedom that may not exist in the classroom. The internet also was a medium for creating a community that could coalesce around a single issue. Warschauer (1995) has argued the internet provides the opportunity for ESL students to take risks with the language they are learning without the fear of correction.
MA(1996) argues that on the internet, Asian students may be more direct and more open than they would be in face-to-face contexts. The lack of face-to-face contact can reduce the possibility for a “loss of face,“ which could occur in a classroom if the student demonstrates inappropriate social or linguistics behavior. In my opinions, face-to-face make me nervous. Making eye contact with listeners which exhibit our confidence is the important fact when you are in presentation. Lacking the eye contact expresses that losing confidence. So this performance won’t be graceful than others because of tension.Traditional classroom writing improves the writing than in the internet because the instructor reminds the mistakes to you except writing in the internet. Face-to-face is similar to traditional classroom writing.
Practices make your literacy perfect
Lam,W.S.E(2004).Second Language socialization in a bilingual chat room:Global and local considerations.http://llt.msu.edu/vol8num3/pdf/lam.pdf
In Gee’s view, discourses are not mastered by overt instruction, given the largely implicit cultural assumptions and beliefs that operate with any specific use of literacy, but by enculturation into social practices through scaffolded and supported interaction with people who had already mastered the discourse. According to this article, the author describes that the experimenters was afraid to communicate with NS before chatting at Hong Kong chat room. Yu Quing also mentioned that “We don’t know how to speak and we don’t dare to speak……..we don’t feel like they are Chinese. (interview, February 18,2001).” It seems that they feel depressed when they communicate with NS. When they are in HK chat room, they would like to use code-switching to share the experiences with each other primarily and after that they dared to interact with each other. So I absolutely consent to this point. When I arrived in Taiwan, I also have this kind of situation as Yu Quing and Tsu Ying. Firstly, I attempt to interact with Taiwanese and learning their usages what are different from my country. Practice and learning from peers are the important process in our learning in order to enhance our literacy which is never just reading and writing in isolation, but is a part of a set of practices. It is important to note that language practices don’t exist in isolation from each other, just as cultures and communities don’t exist as discrete entities, but rather interact with each other in various degrees of complementarity or conflict (Rampton, Roberts, Leung, & Harris, 2002).
In Gee’s view, discourses are not mastered by overt instruction, given the largely implicit cultural assumptions and beliefs that operate with any specific use of literacy, but by enculturation into social practices through scaffolded and supported interaction with people who had already mastered the discourse. According to this article, the author describes that the experimenters was afraid to communicate with NS before chatting at Hong Kong chat room. Yu Quing also mentioned that “We don’t know how to speak and we don’t dare to speak……..we don’t feel like they are Chinese. (interview, February 18,2001).” It seems that they feel depressed when they communicate with NS. When they are in HK chat room, they would like to use code-switching to share the experiences with each other primarily and after that they dared to interact with each other. So I absolutely consent to this point. When I arrived in Taiwan, I also have this kind of situation as Yu Quing and Tsu Ying. Firstly, I attempt to interact with Taiwanese and learning their usages what are different from my country. Practice and learning from peers are the important process in our learning in order to enhance our literacy which is never just reading and writing in isolation, but is a part of a set of practices. It is important to note that language practices don’t exist in isolation from each other, just as cultures and communities don’t exist as discrete entities, but rather interact with each other in various degrees of complementarity or conflict (Rampton, Roberts, Leung, & Harris, 2002).
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