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Monitoring Cross Sector Language Learner Dialogues

Monitoring Cross Sector Language Learner Dialogues. Jane Hughes Lydia Buravova. Project Background. CROSSCALL - Cross Sector Computer Assisted Language Learning Linking school and university language students German, Spanish, Russian, Mandarin, Arabic Virtual learning environment (WebCT)

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Monitoring Cross Sector Language Learner Dialogues

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  1. Monitoring Cross Sector Language Learner Dialogues Jane Hughes Lydia Buravova CALL2006 Monitoring the Learner

  2. Project Background • CROSSCALL - Cross Sector Computer Assisted Language Learning • Linking school and university language students • German, Spanish, Russian, Mandarin, Arabic • Virtual learning environment (WebCT) • Mainly asynchronous discussion • MP3 files to exchange spoken messages • Both sides learn CALL2006 Monitoring the Learner

  3. Research background • Multilingual Internet (** Writing in English) • “Netspeak” or online written language • Language choice (eg Durham, 2003) • Code switching, (eg Danet, Herring, 2003) • Written and oral forms, (eg Warshauer et al) • How writers adapt to technical constraints, eg Greeklish • “Electronic literacy” • (How) should language learners be taught online communication in the target language? (Schetzer and Warschauer, 2000; Chen, 2006) • Collaboration between native speakers and language learners online (eg Lee, 2004) CALL2006 Monitoring the Learner

  4. Example CALL2006 Monitoring the Learner

  5. What to monitor? • Safety • Process of online communication • How relationships developed • Characteristics of language used • Students’ awareness about language use • Register • Use of target language and English • Roles and images • How the university students see their role • The image of themselves that the students create • Learning • What students in both sectors learned CALL2006 Monitoring the Learner

  6. Observations • Developing relationships • Initiating the dialogue • Pattern of questions and answers • Topics discussed • Features of more successful dialogues • University student role conceptions • Not teachers • Approach to giving help and making corrections CALL2006 Monitoring the Learner

  7. Language use • Mainly informal but some variation • Hola! Hi! Hallo, Hey! Guten Tag, Liebe Susan, no address • Bis bald, xxx, Liebe Grüße, schreib bald, deine Susan, viel Spass noch in der Schule • English mixed with target language in varying proportions • Errors • Internet and Texting features • Seufz, :)), Chats, :D CALL2006 Monitoring the Learner

  8. Examples • Student perceptions • call-discussionexamples.doc CALL2006 Monitoring the Learner

  9. Acknowledgements • Thanks to: • The language teachers and students at Elliot School, William Ellis School and Weald of Kent Grammar School • The UCL/SSEES university students • The project leader, Terry King • The funders, CfBT and UCL CALL2006 Monitoring the Learner

  10. References • Chen, C-F. E. (2006). The Development of E-Mail Literacy: from Writing to Peers to Writing to Authority Figures. Language Learning & Technology, Vol.10, No.2, May 2006, pp.35-55 • Durham, Mercedes (2003). Language Choice on a Swiss Mailing List. JCMC (Journal of Computer Mediated Communication?), Vol 9, issue 1. • Danet, Brenda, Herring, Susan C. (2003). Introduction: The Multilingual Internet. JCMC 9 (1), November 2003 • Lee, Lina (2004). Learners’ Perspectives on Networked Collaborative Interaction with Native Speakers of Spanish in the US. Language Learning & Technology 8(1), January 2004, pp 83-100 • Shetzer, H., Warschauer, M. (2000): An Electronic Literacy Approach to Network-based Language Teaching. In Warschauer, M., Kern, R. (Eds.): Network based Language Teaching: Concepts and Practice. New York: Cambridge University Press • Mark Warschauer, Ghada R. El Said, Ayman Zohry: Language Choice Online: Globalization and Identity in Egypt CALL2006 Monitoring the Learner

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