Corpus linguistics is a study of language that relies on the use of computer-assisted techniques to analyze large principled database of naturally occurring language.
Teacher exited about corpus linguistics because it helps them to explain why some forms don’t sound right and Its offers the field of TESOL anew view of grammar.
For my envision corpus linguistics is good tool for teacher to use in classroom especially for us as L2 language.
Sunday, March 28, 2010
Thursday, March 25, 2010
Thursday, March 11, 2010
reading prompt#8
There are several forms of CMC used in language learning. Synchronous like chatting) and asynchronous one-to-one mode like email, conferencing programs.
The two type are used in language learning and both have advantage and disadvantage, synchronous and asynchronous CMC bring with them certain characteristics that make them more suitable for certain situations.
Synchronous CMC places a higher cognitive load on the learner, and as such is better suited to higher-proficiency learners. Asynchronous CMC gives learners more time to process and produce input, and may be thought to be suitable for lower-proficiency audiences as well as higher. Synchronous CMC normally lends itself to greater output on the part of the learners, but this is often at the expense of accuracy.
A key consideration when using CMC for language learning concerns the language what learner use. The language of audio-and videoconferencing is very close to what learners may encounter in face-to-face interactions or through the telephone, so there is less concern regarding exposure to language that is ill formed or broken. In contrast, however, language produced in other communication modes such as chat and MOOs is, in many cases, very unlikely to be as good models of target language input.
Sauro’s study has examined the relative effectiveness of tow different types of computer-mediated corrective feedback on the immediate and sustained development of L2 target form knowledge. They found that both type was more effective than the other in either the immediate term or over time. Result suggest potential directions for further studies of computer-mediated corrective feedback to add to the growing body of feedback research that can help us understand what kinds of feedback work best for which learner and which forms, wither this feedback be oral or written, face-to-face or computer-mediated.
The two type are used in language learning and both have advantage and disadvantage, synchronous and asynchronous CMC bring with them certain characteristics that make them more suitable for certain situations.
Synchronous CMC places a higher cognitive load on the learner, and as such is better suited to higher-proficiency learners. Asynchronous CMC gives learners more time to process and produce input, and may be thought to be suitable for lower-proficiency audiences as well as higher. Synchronous CMC normally lends itself to greater output on the part of the learners, but this is often at the expense of accuracy.
A key consideration when using CMC for language learning concerns the language what learner use. The language of audio-and videoconferencing is very close to what learners may encounter in face-to-face interactions or through the telephone, so there is less concern regarding exposure to language that is ill formed or broken. In contrast, however, language produced in other communication modes such as chat and MOOs is, in many cases, very unlikely to be as good models of target language input.
Sauro’s study has examined the relative effectiveness of tow different types of computer-mediated corrective feedback on the immediate and sustained development of L2 target form knowledge. They found that both type was more effective than the other in either the immediate term or over time. Result suggest potential directions for further studies of computer-mediated corrective feedback to add to the growing body of feedback research that can help us understand what kinds of feedback work best for which learner and which forms, wither this feedback be oral or written, face-to-face or computer-mediated.
Wednesday, March 3, 2010
reading prompt #7
After they used the subtitles and transcripts to help ESL student G & H found that the student used the subtitle more frequently and for longer periods of time than the transcript. The subtitles were also the preferred help option before and after the activity, and it appears that the participants picked the help option they were predisposed to in daily life. Use of help for both in class (use of lecture transcripts, subtitled digital video) and out-of-class listening (captioned TV program, subtitled movies on DVD) and they found that the lower group, on average open helps more than the higher group. The higher group also used options more effectively. They could also create CALL tasks that would require the use of help, as well as observe the student using help to encourage an effective use of learning strategies. Finally, learners could be trained by teachers to use help options to their advantage.
Levy has more than one issues in this chapter for example what type of hardware and software should be adopted in achieving specific objectives. The consideration that I will take in my own classroom: first what I want to achieve in the classroom and what the language skills (listening reading) or areas (grammar vocabulary) I want to teach and what type of technology suitable for my student level.
Levy has more than one issues in this chapter for example what type of hardware and software should be adopted in achieving specific objectives. The consideration that I will take in my own classroom: first what I want to achieve in the classroom and what the language skills (listening reading) or areas (grammar vocabulary) I want to teach and what type of technology suitable for my student level.
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