Grammar/Vocab. CALL … so far Examine aspects of language teaching to determine –The extent to which computer-based platforms can supplement or substitute.

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Presentation transcript:

Grammar/Vocab

CALL … so far Examine aspects of language teaching to determine –The extent to which computer-based platforms can supplement or substitute for traditional face-to-face teaching (speaking, reading, etc.) –Whether computers offer new capabilities that are difficult to accomplish in traditional off-line environments

Technology today Tends to be web-based rather than software/CDROM based (web is now a multimedia environment rather than text links) Textbook publishers produce CDROMs (and websites) to accompany books Some companies such as Dyned produce DVD-based courseware

Hot Potatoes Simple format, easy (if time-consuming) to produce exercises Software provides interactivity (difficult to produce on the web otherwise) Having used HP, some of you wanted more flexibility = more complex program

Moodle An example of a course management system (something like Cecil) Course-based (rather than exercise- based) Open-source project Similar systems -- Web CT, Sakai (I may use Moodle for my courses)

Creating your online course Check if your institution uses moodle Otherwise -- get a domain and install moodle Based on php programming Import modules (such as Hot Potatoes) and create your online course Check the web and forums for help

Grammar Explicit grammar -- descriptions of the structure of language -- passive, 3 conditionals etc. Implicit grammar -- mental representation of language used in language production/comprehension (separate from mental representation of explicit grammar)

Grammar and CALL Descriptions of explicit grammar Exercises to promote the development of implicit grammar -- role-playing, awareness-raising, etc.

Grammar Explicit grammar instruction -- descriptions of grammar and structure are simple to create –Computer as page-turner –Relation to language learning ?? –Explicit to implicit link ??

Grammar Hubbard’s categories –Workbook-style exercises (on disk and online): online examples can be seen at –Grammar test prep materials (especially TOEFL and TOEIC) –CD-ROMs accompanying grammar textbooks, like Focus on Grammar –Online courses and references (e.g., Anthony Hughes' Online English Grammar) –Hypertext-linked grammar notes accompanying readings

Vocabulary Nelson article -- web-based vocab activities –Focuses on connecting a new word to its meaning –Program features -- feedback, automatic scoring, randomisation –Activities -- Multiple choice, fill-in, cloze Advantages of technology ?

Vocabulary Horst et al article –Aim for extensive vocabulary learning –Aim for deep vocabulary learning by manipulating words (cognitively): fitting word into learner’s rich lexical network; examining multiple instances in context (as revealed by a concordancer); opportun- ities for ‘expanded’ rehearsal (presenting and testing words in multiple contexts)