Through TELEPHONE we can encourage students to practice their speaking and listening comprehension, making them to work in pair in order to improve their speaking and listening performance focused on producing a cohesive and coherent oral discourse.
Friday, August 29, 2008
The use of technology for second language learning and teaching
Through TELEPHONE we can encourage students to practice their speaking and listening comprehension, making them to work in pair in order to improve their speaking and listening performance focused on producing a cohesive and coherent oral discourse.
Chiquillos' blogspots
Sue: http://susanachileteach.blogspot.com/
Pamela: http://pamelachileteach.blogspot.com/
Carolina R: http://cromeroabarca.blogspot.com/
Francisco H: http://fhauyon.blogspot.com/
Carolina: http://carolinateachings.blogspot.com/
Abbie: http://abbielucay.blogspot.com/
Pilar: http://ewusemester.blogspot.com/
Francisco: http://learninginthestates.blogspot.com/
Paulina: http://pauinewu.blogspot.com/
Nina: http://learningfaraway.blogspot.com/
JC: http://juankspace.blogspot.com/
Marian: http://marianelace.blogspot.com/
Felipe: http://studyinginewu.blogspot.com/
Sandra: http://sandrainus.blogspot.com/
Pamela: http://pamelachileteach.blogspot.com/
Carolina R: http://cromeroabarca.blogspot.com/
Francisco H: http://fhauyon.blogspot.com/
Carolina: http://carolinateachings.blogspot.com/
Abbie: http://abbielucay.blogspot.com/
Pilar: http://ewusemester.blogspot.com/
Francisco: http://learninginthestates.blogspot.com/
Paulina: http://pauinewu.blogspot.com/
Nina: http://learningfaraway.blogspot.com/
JC: http://juankspace.blogspot.com/
Marian: http://marianelace.blogspot.com/
Felipe: http://studyinginewu.blogspot.com/
Sandra: http://sandrainus.blogspot.com/
My first webquests - "Labor day"
LABOR DAY
1.- Which kind of activities do people do during the LABOR DAY ?
http://en.wikipedia.org/wiki/Labor_Day
http://www.ehow.com/how_2082085_celebrate-labor-day-family.html
2.- In what LABOR DAY consists on?
http://en.wikipedia.org/wiki/Labor_Day
http://www.kidsturncentral.com/holidays/laborday.htm
3.- How LABOR DAY is celebrated in different states of USA
http://www.123greetings.com/events/labor_day/info/labor_day_celebrations.html
4.- Activities
Labor Day coloring pages:
http://www.apples4theteacher.com/coloring-pages/labor-day/index.html
Thursday, August 28, 2008
Language learning and technology
"To gloss or not to gloss": An investigation of reading comprehension online.
Language Learning & Technology, Vol. 1, No. 2.
Summary.
The author of this article, talks about the use of glosses in order to improve reading comprehension online and her opinion is supported by other authors who claim that gloss provides a brief definition of some words in order to facilitate reading and comprehension processes for second language learner. In this article, some authors define gloss as “short definitions” (Nation 1983) and Pak (1986) refers to them as “explanations of the meanings of words”.
The author of the article, Lara L. Lomicka, says that online glosses can be found in the form of video, sound, or pictures. Icons, a type of picture, have also been used as glosses in order to help readers to understand the text in a better way.
In this article it's also said that some authors, Stewart and Cross (1991),studied the effect of glossing on reading comprehension and retention and according to them, elaboration glosses
"clarified the texts with statements, questions, or both," while bridging glosses "combined a statement and a question and acted as a bridge between prior learning and new information" (p. 5). According to them, these first two types of glosses are designed to help the reader process the propositions of a text. The third type of gloss used by Stewart and Cross, key point and vocabulary glosses (p. 6), underscore important statements or provided brief definitions of words.
::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
I choose this article because when I began to study English as a foreign language the most dificult thing that I had to solve was to learn how to read and several times I found myself totally lost and it took me a lot of time to overcome this. This article is about the use of glosses as a tool for improving reading comprehension online and it is shown in this article how through technology students can improve their reading comprehension and acquire new vocabulary through images, icons and videos with and without sound.
I think that when students read a text and they don't understand some words they usually feel frustrated and they think that it is imposible for them to resolve it and the only thing they have to do is look for the unknow words in the dictionary, but this interfere in their reading comprehension because they can loss the main idea of the reading.
Language Learning & Technology, Vol. 1, No. 2.
Summary.
The author of this article, talks about the use of glosses in order to improve reading comprehension online and her opinion is supported by other authors who claim that gloss provides a brief definition of some words in order to facilitate reading and comprehension processes for second language learner. In this article, some authors define gloss as “short definitions” (Nation 1983) and Pak (1986) refers to them as “explanations of the meanings of words”.
The author of the article, Lara L. Lomicka, says that online glosses can be found in the form of video, sound, or pictures. Icons, a type of picture, have also been used as glosses in order to help readers to understand the text in a better way.
In this article it's also said that some authors, Stewart and Cross (1991),studied the effect of glossing on reading comprehension and retention and according to them, elaboration glosses
"clarified the texts with statements, questions, or both," while bridging glosses "combined a statement and a question and acted as a bridge between prior learning and new information" (p. 5). According to them, these first two types of glosses are designed to help the reader process the propositions of a text. The third type of gloss used by Stewart and Cross, key point and vocabulary glosses (p. 6), underscore important statements or provided brief definitions of words.
::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
I choose this article because when I began to study English as a foreign language the most dificult thing that I had to solve was to learn how to read and several times I found myself totally lost and it took me a lot of time to overcome this. This article is about the use of glosses as a tool for improving reading comprehension online and it is shown in this article how through technology students can improve their reading comprehension and acquire new vocabulary through images, icons and videos with and without sound.
I think that when students read a text and they don't understand some words they usually feel frustrated and they think that it is imposible for them to resolve it and the only thing they have to do is look for the unknow words in the dictionary, but this interfere in their reading comprehension because they can loss the main idea of the reading.
Wednesday, August 27, 2008
My favourite page to teach English specially to beginners
http://www.mansioningles.com/
I like this page very much. It was the page that I used the most last year when I taught English to kids.
I used this page because it helped me in several aspects like:
1.- Interaction: I taught English in a rural area and the school had only one computer per classroom, so this page was useful for me in order to promote the interaction between students when they had to do some assigment.
2.- Authentic audience: As you see, in this page you can find a section in which students can have access to a short dialogues and practice their listening comprehension by filling out some exercises.
3.- Meaningful activities - students: there are not too many activities that students can do to enhance their language proficiency rather than listening, reading and grammar.
4.-Exposure to varieties o languagues: students are exposed to a different variety of english because of the tapes.
5.- Right amount of time and feedback: the amount of time depends on the time you want to spend reading, listening or learning new vocabulary.
6.-Motivating: this page is very motivating and it can helps students to inhance their language skills, but if they want to improve their speaking this page is not useful.
7.- Students-focused: this page is totaly focused on students.
8.- Authonomy: students learn what they want to learn noone tells them what they have to learn.
9.-Multimodality: It does not involve much multimodality because it only emphasizes listening and reading skills.
10.- Comfortable environment: it depends on the skills of the students. For some, reading is better than listening.
11.- To integrate skills: two of the four skills can be found in this page. Reading, listening are integrated but productive skills cannot be found.
12.-Clear objective: the objectives of this page are totally clear. To develop reading and listening comprehension.
I like this page very much. It was the page that I used the most last year when I taught English to kids.
I used this page because it helped me in several aspects like:
1.- Interaction: I taught English in a rural area and the school had only one computer per classroom, so this page was useful for me in order to promote the interaction between students when they had to do some assigment.
2.- Authentic audience: As you see, in this page you can find a section in which students can have access to a short dialogues and practice their listening comprehension by filling out some exercises.
3.- Meaningful activities - students: there are not too many activities that students can do to enhance their language proficiency rather than listening, reading and grammar.
4.-Exposure to varieties o languagues: students are exposed to a different variety of english because of the tapes.
5.- Right amount of time and feedback: the amount of time depends on the time you want to spend reading, listening or learning new vocabulary.
6.-Motivating: this page is very motivating and it can helps students to inhance their language skills, but if they want to improve their speaking this page is not useful.
7.- Students-focused: this page is totaly focused on students.
8.- Authonomy: students learn what they want to learn noone tells them what they have to learn.
9.-Multimodality: It does not involve much multimodality because it only emphasizes listening and reading skills.
10.- Comfortable environment: it depends on the skills of the students. For some, reading is better than listening.
11.- To integrate skills: two of the four skills can be found in this page. Reading, listening are integrated but productive skills cannot be found.
12.-Clear objective: the objectives of this page are totally clear. To develop reading and listening comprehension.
My first performance in E.W.U
This is our first week of classes in EWU and me and another two people from Universidad de Playa Ancha (Panxo and Pilar) have to do an oral presentation about an article that we were given to read.
It's supposed that I should not feel nervous but I already am....
But we will do our very best.. or at least we hope so
It's supposed that I should not feel nervous but I already am....
But we will do our very best.. or at least we hope so
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