chinese take‐in - coerll · 2011-04-18 · chinese take‐in: ... texas at ausn main reasons for...
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ChineseTake‐In:Interac1veListeningComprehension
ExerciseforBeginningChineseLearners
Wen‐HuaTengDept.ofAsianStudies
TheUniversityofTexasatAus1n
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MainReasonsforWeb‐basedListeningComprehensionExercises
• Listeningcomprehensionskillsaredifficulttodevelopinasynchronousmanner(groupprac1ceduringclass).
• Web‐basedexercisescancreateaninterac1ve,flexible,anxiety‐freelisteningenvironmentthatcaterstostudents’individualneeds.
• Userinterfacemakesitpossibleforstudentstolistenformeaning,notsimplyinforma1onorauditorydis1nc1on.
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Paper‐and‐pencilexercisesvs.
Web‐basedexercises
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Paper‐and‐pencilexercisesvs.
Web‐basedexercises
PaperWeb
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Paper‐and‐pencilexercisesvs.
Web‐basedexercises
PaperWeb
• Convenience
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Paper‐and‐pencilexercisesvs.
Web‐basedexercises
PaperWeb
• Convenience√
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Paper‐and‐pencilexercisesvs.
Web‐basedexercises
PaperWeb
• Convenience√• Interac1ve
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Paper‐and‐pencilexercisesvs.
Web‐basedexercises
PaperWeb
• Convenience√• Interac1ve √
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Paper‐and‐pencilexercisesvs.
Web‐basedexercises
PaperWeb
• Convenience√• Interac1ve √• EasyRepe11on
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Paper‐and‐pencilexercisesvs.
Web‐basedexercises
PaperWeb
• Convenience√• Interac1ve √• EasyRepe11on√
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HowtoDesignListeningComprehensionExercises
Listeningforauditorydis1nc1on Listeningforinforma1onListeningformeaning
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AListeningModel:frominputtointake
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AListeningModel:frominputtointake
inputdecodingintake
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AListeningModel:frominputtointake
inputdecodingintakelinguis0c+pragma0c+non‐linguis0c
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AListeningModel:frominputtointake
inputdecodingintakelinguis0c+pragma0c+non‐linguis0c
linguis1c
non‐linguis1cpragma1c
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AListeningModel:frominputtointake
inputdecodingintakelinguis0c+pragma0c+non‐linguis0cBo6omupTopdown
linguis1c
non‐linguis1cpragma1c
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Listeningforauditorydis1nc1onExample:Therewillbey>u thisevening.ComehomeaSerclass.
Accordingtomymother,therewillbe______thisevening.
a.fish(y>u)b.rain(y[u)c.cloud(y>un)
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Listeningforauditorydis1nc1onExample:Mr.Wang’sclasshas14students.HowmanystudentsdoesMr.Wanghave?a. 14 b. 40 c. 44
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Listeningforauditorydis1nc1onExample:Mr.Wanghas14students;Mr.Huanghas40.HowmanystudentsdoesMr.Huanghave?a. 14 b. 40 c. 44
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Listeningforauditorydis1nc1onandinforma1on
Example:Mr.Wang’shas14students;Mr.Huanghas40.Whohasmorestudents?Howmanymore?a. Mr.Wanghas26moreb. Mr.Huanghas26more.c. Theyhavethesamenumberofstudents.
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Listeningforinforma1on:Example:Mymothertellsmetofinishmyhomeworkbeforegoingoutwithmyfriends.
Whatdoesmymomaskmetodo?a.Todomyhomeworkb.Todothedishesc.Togooutwithmyfriends
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Listeningformeaning/implica1on:Example:Boy:Mom,canIgooutwithmyfriends?Mom:Isyourhomeworkdone?a. Themothertellshersonthathecannotgooutwith
hisfriend.b. Themothertellshersontogodohishomework.c. Themothertellshersonthathecangooutifhe
hasdonehishomework.
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Listeningforinforma1on:Examples:Mr.Wanghadtwobeersbeforedinner,and2withdinner.Beforegoingtobed,hewantedtohaveanotherone,buthiswifewouldnotlethim.ASerhiswifewenttobed,hehadanotherone.
HowmanybeersdidMr.Wangdrinkaltogether?
a.4b.5c.6
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ListeningforMeaning/Implica1on:Example:Male:CanIdrinkanotherone?Female:Youdrinkanotherone,andwhoisgoingtodrivehome?
• WhichofthefollowingisNOTimplied?
• a.Thewomanwouldnotletthemanhaveanotherdrink.• b.Thewomandoesnotknowhowtodrive.• c.Thewomanwantstoknowwhothedesignateddriveris.• d.Themanandthewomancametothepartytogether.
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Listeningforinforma1on/auditorydis1nc1onExample:Female:Areyoufreetoday?Male:Yes.Isthereanything?(=Whatdoyouhaveinmind?)
Thewomanasksthemanwhetherhehas______today.
a. free1meb. classesc. loosechange
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Listeningforimplica1on/auditorydis1nc1onExample:Male:Areyoufreetoday?Female:Isthereanything?(=Whatdoyouhaveinmind?)
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ListeningforMeaning/Implica1on:Example:Female:AreyoufreeSaturdayevening?Therewillbeabirthdaypartyatmyhouse.
Male:Yes,yes,yes(=absolutely).Whosebirthdayisit?• a.Themanwantstoknowwhosebirthdayitisbeforehe
decideswhetherhewilladendthepartyornot.• b.Themanisaccep1ngthewoman’sinvita1ontoadance
party.• c.Thewomanwon’tbefreetogooutwiththemannext
Saturdaybecausetherewillbeapartyatherhouse.• d.Thewoman’sbirthdaywaslastSaturdayandsheinvited
friendsoverforadanceparty.
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TheChallengesofDesigningListeningComprehensionExercisesforBeginners
• ForStudents:• Limitedvocabulary• Limitedgrammarknowledge
• ForTeachers:• Howtogobeyondauditorydis1nc1onandrequirestudentstolistenforinforma1on&meaning
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Theprincipleandtheapproach• Simplelinguis1cstructurescanbeemployedtoexpresscomplicateddailyexperiences.
• Crea1vityisthekey.
• Advantages:• Listeningmaterialsaremoreinteres1ngandcanmo1vatestudentstolisten.
• Studentsmayrealizetheirownpoten1altousethelanguageinvariousscenarios.
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• Learners’backgroundknowledge(theirunderstandingabouttheworldaroundthem)canhelpthemachievelisteningformeanings.
• Backgroundknowledgefillsthegapbetweenuderancesandhelpslearnersmakeinferencesorinterpreta1on.
• Advantages:• Listeningmaterialsaremorerealis1c.• Truecomprehensiontakesplace.
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• Thecomprehensioncanbeimplicitandgoesbeyondthelearners’vocabularyinventory.
• Op1onstocheckcomprehensionmustbegiveninEnglish(orlearners’na1velanguage).
• Advantage:• Mul1ple‐choiceques1onsallowstudentstoachieveself‐evalua1oninanasynchronousmanner.
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hdp://www.laits.utexas.edu/chinese_take_in/
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ThedesignofChineseTake‐In• Content• Thereare30units;eachunithas10scenarios.• Vocabulary(clickandlisten)foreachunitisprovided.
• Contentiscreatedbasedonthelisteningmodel.
• Mul1ple‐choiceitemsaregiveninEnglish.• Scriptsinbothtradi1onalandsimplifiedcharactersareprovided.
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ThedesignofChineseTake‐In• Interface• Userscangotoanyunitfromanypagewithonlyoneclick
• Feedback(correctorincorrect)isprovidedaSerachoicehasbeenmade.
• ScriptsareonlyavailableaSerachoicehasbeenmade.
• EachpagehasarandomlyprogrammedphotographfromChina,TaiwanorHongKong.
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UsabilityTes1ng:
• Nineteenstudentswhohadnotseenthewebsitepar1cipated.
• Theyansweredques1onsabouttheeaseofnaviga1on,theaesthe1caspects,thequalityofaudios,userinterface,etc.
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UserFeedback
• Thirtystudentswhohadactuallyusedthewebsitepar1cipated.
• Theyansweredques1onsdesignedtoassessthewebsite’svalueandusefulnessasalearningtool.
• Theyofferedtheircomments.
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Learningoutcome• Twogroupsofstudentstookthesamelisteningtests.
• Onegrouptookthetestsinsummer,2009,whenChineseTake‐Inwass1llindevelopment.
• Theothergrouptookthetestsinfall,2009,whenChineseTake‐Inwasavailableforprac1cing.
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• Test#1(9ques1ons)
• SummerGroup:Averagenumberofmistakeswas4.6.
• FallGroup:Averagenumberofmistakeswas2.3.
• Test#2(12ques1ons)
• SummerGroup:Averagenumberofmistakeswas4.3.
• FallGroup:Averagenumberofmistakeswas2.8.
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2010TheUniversityofTexasIITAPAwardTopHonorforDis1nc1oninInstruc1onalApproachhdp://www.laits.utexas.edu/chinese_take_in/
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CurrentProject#1:PitchPerfectPinyin
• Atwo‐partwebsite• PartOne(learning):Pinyininforma1onand12unitsofclick‐and‐listenprac1ces
• PartTwo(exercises):Fivetypesofinterac1veexercises
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CurrentProject#2:AChinesevocabularyflashcardproject
• Alearner‐designedlearningtool• Wordssearchedbylesson,pinyinandEnglishdefini1ons
• Tradi1onalandsimplifiedcharactersareprovided
• Audiorecordingisprovidedforeachword.• Availableformobilelearning(iPhone&Android)
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CurrentProject#3:SocialMediaandCFLPedagogy
Transformingaclassroomintoalearningcommunity• HomeworkBlog• ClassBlog• ForumDiscussions• WikiCollabora1veProject• FacebookGroup
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HomeworkBlogStudentspostwridenhomeworkandhomeworkrevisionsaccordingtofeedbackfromtheinstructor.Studentspostweeklyaudiorecordingsandreceivefeedbackandevalua1ons.
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ClassBlogBoththeinstructorandthestudentscancreatethreads.Thepos1ngscanbeineitherChinese,Englishorboth.Ques1onsaboutthecoursematerialsareposted.Commentsandopinionsareshared.
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ForumDiscussionTheinstructorcreatesthediscussiontopics.Topicsarerelatedtolearning,e.g.individuallearningstrategiesandexperiences.Studentssharetheiropinionsandgiveeachotherfeedback.AlldiscussionsareconductedinEnglish.
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WikiCollabora7veProjectTheclassisdividedintofourgroups.Eachgrouphasaleaderwhocreatesawikipageforthegroup.Theyareassignedacase.Membersineachgroupexchangeideasontheirgroupwikipageabouthowtheywouldpresenttheircase.Eachgroupgivesapresenta1oninclass.
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FacebookTheinstructorcreatesagroupandinvitesstudentstojoin.Studentssharetheirlives,ques1ons,opinions,informa1ontheyfound,etc,withtheirclassmates.Theinstructorandstudentsusethe‘message’func1ontocommunicatewitheachother.Theinstructorusesthethe‘chatroom’toconduct‘virtualofficehour’toanswerstudents’ques1onsbeforeeachtest.