Twitter

In AZ-TESOL mini conference last Saturday, there was a presentation about using Twitters for learning English in Japan. The presenter mentions that Twitter has just been launched this year in Japan and many students use it as a way to learning English. However, participants in her study only twitter other Japanese, rather than never native English speakers because they are afraid they could not understand native speakers because of their natural and authentic way of using the language (especially abbreviations, slangand idioms), and they could not be understood by native speakers either. She presents some typical errors made by Japanese students, such as translating Japanese into English literally, punctuation problems, inserting Japanese words in English sentences (like な. I don't remember the whole sentence), etc. I call tell that most of these English sentences are organized in very Japanese way. It seems that all students involved in her study consider Twitter a good way to use English in their daily, but the question popping into my mind is that to what extent using Twitter is benefical to them. Is their fluency and accuracy in speaking and writing in English really improved? Will these Japanese English impose an obstacle in the learning process?

social networking in language class

Knobel and Lankshear claim that online social networking can improve people's literacy which is not simply about the "letteracy" (like reading and writing abilities), but also means the capability of generating, communicating and negotiation by interpersonal interaction. Looking at my own experience, I admit that I read and write more via social networking since browsing through my social networking home pages has become a routine in my daily life. However, McBride argues that people read and write not in the same way as they do in the regular reading and writing. They intend to scan the online text and use simplified language and spelling. As a result, reading and writing via social network may not fit the goal of extending reading and writing for language learning class.

I think that social networking exposes students to an environment that the language is used naturally by its speakers. They might encounter some simplified spellings and grammar which is informal and vernacular, but at least they know under what circumstance they can use the language in that way. Their literacy of the language is improved by seeing how other people (especially native speakers) use the language to communicate, generate and negotiate, even though the language form is non-standard.

I am assuming that social network can serve as a supplement to the language class since it opens a new door for students to intake and output the target language. But my concern is that students may feel they are forced to use social networking (like their participation and performance would be graded), or working on social networking imposes a great burden on them, or they may be obsessed with it (like spending hours and hours on their homepage and visiting others).

about WoW

I tried it out last Thursday, but for some reason, I didn't find you guys there. I played alone, and had problem in completing the quest(I couldn't tell where the inn is, and whom I am supposed to talk with). I walked and walked, and suddenly I was killed by a coyote(or some kind of animal) in Westfall. Then an angel appeared, healing my spirit. I became a ghost.

I didn't give up. I created a second character, but.....guess what, I died again~I felt kind of frustrated.

Anyway, I can tell that WoW is an exciting and attractive game. I would like playing it if I get into the right track(playing in a team with some experienced players is way too much better than doing it alone as a greet hand)

I also see some language learning involved in the game. When creating the character, many new vocabulary there. I met some farmers in the Westfall, they greeted me, and I can also chat with other players. We don't learn the language to play the game, but learning the language unconsciously while playing the game.

Reading games

I found some reading games on this website.
Reading Games

I tried all of them. These games are good for young learners form the beginning to pre-intermediate level. They focus on vocabulary, pronunciation, homophones, synonyms, prefix&suffix, etc. They are asynchronous and single play games. In addition, all games provide clear instruction and demonstration. which means they are good resources for students to practice English on their own. The game itself is not difficult, but it is also a good source for the teacher to get some ideas from these games and also to design some class activities similar to them.

There are other interactives under Teachers' Resources (like interactive whiteboard lesson which also enables learners to participate).

The thing I like best is that the games and interactives provide learners with lots of listening input, so learners can also practice their pronunciation and speaking by listening and imitating what the people say in the game. They can also learn some language usage. When I got the right answer, I heard 'Good job', 'Terrific', 'well done',etc, and other expression to encourage me to try again when I failed. I assume players' communicative competence is developed to some extent.

These games are easy, but it is worth adopting them to ESL/EFL classes.

Anyone tries World of Warcraft?

I just downloaded world of warcraft. Unfortunately, I was lost (am I a digital native? I doubt). I was supposed to quest something, but I have no idea.
Now I understand what the "Digital Immigrant accent" is in Prensky's paper. I prefer to be told how to play the game.
OK, could anyone who has figured out how to play the game show me what I am supposed to do in the game? Or, we can discuss the game a little during the class.

some limitation of cultura

When reading Cultura article, I find an interesting thing, using of L1. By advocating CLT(Communicative Language Teaching), language teachers consider using L2 a must in language class. They also encourage students to use L2 as much as possible out of the class. However, Culturaallows learners to use L1 for posting messages in the forums with the consideration of different target langauge proficiency, nuanced culture information, and creation of student-generated authentic texts(Bauer etal,p.34). My concern is if students from U.S don't understand Chinese, cultural information might not be effectively exchanged due to Chinese students' English proficiency. Maybe this is a limitation of Cultura.

Another problem is caused by Chinese writing system. I have noticed that some computers on campus cannot display Chinese characters( a problem I have encountered many times). When adopting Cultura in English class in China, can the teacher make sure that students' conversation partners use computers that can display Chinese characters accurately?

The idea of using L1 in term of cultural information exchange is good, but some limitations still exist due to some language and technology constrains.

NS-NNS vs. NNS-NNS chatting

During the chatting with Penn State last Wednesday, someone in my group brought up the issue about NS-NNS vs. NNS-NNS. We didn't dig into deep because we ran out of time. After reading Zheng etal's article, I have some thoughs about this issue.

It seems that NS-NNS chatting is the most beneficial chatting format for language learning in that the NS acts as the more experienced partner who can transfer intentions to the other one (NNS) through action ( ' the Intentional Spring' metaphor in Zheng etal's article). However, some NNSs still feel frustrated when talking with NSs in the target language.

Then what about NNS-NNS chatting. Two sicuations need to be considered. If they do not share the same L1, they are kind of 'forced' to use the targe language they are both learning to communicate and to be understood. Under this circumstance, meaning is more emphasized and developed than form. Partners take turns to hold the 'Intentional Spring'. However, when neither of them take in charge of controlling the spring ( like neither of them are familiar with the target culture), more negiotations for meaning occur (more misunderstanding, might be).

What I concern more is the situation that partners speak the same mother language. Do they become more willing or mor reluctant to chat in the target language? My own experiences told me that this kind of chatting does not work well because 1) limited vocabulary. Most of the time, L1 vocabulary embedded in L2 sentences; 2) face issue. I remember that one of my classmates in university has really good pronuncaition with American accent. I feel stressful and inferior when chatting with her in English.(kind of lose face, huh?)

So what I am interested in is how to use tech to stimulate Chinese students to speak in English out of English class because I will encounter EＦＬsituation when teaching back in China. Telling my Ss "remember to practice in English out of class" but they don't have much access to chat with NS, or NNS(different L1) (should the teacher find NS for the Ss?). How can I make sure they keep on practicing and speaking in English with their classmates in their daily life?