Main goal of the "Online Components for Intensive Language Learning" (OCILL) Project?

2. Main goal of the "Online Components for Intensive Language Learning" (OCILL) Project? Auto-correct online exercises and drills = to help UT increase its language teaching and learning capacity through more effective use of time and effort by teachers and students. • allow students to work at their own pace and with immediate feedback. • provide opportunities for language-learning practice that complement in-class instruction. • contribute to our overall student-centered methodological and philosophical approach. • encourage students learn to take responsibility for their own language learning. • decrease the amount of time required to correct daily homework assignments by at least 50%, enabling instructors to make better use of the curriculum and focus on the activation of materials during class time.

3. Participants in the development of Intensive Turkish OCILL materials Online methodology for improving Intensive Turkish I (novice-level) students’ communicative and cultural proficiency Dr. Jeannette Okur and Dr. Duygu-Üslü-Ök, recent graduate of the College of Education’s doctoral program in Foreign Language Education! LAITS Staff (Mike Heidenreich, Jacob Weiss, and Stacy Vlasits)! Texas Language Center: 2013 Summer Grant! Longhorn Innovation Fund for Technology (LIFT) grant program! Turkish-Americans in the Austin community who volunteered their time and voices in the LAITS recording studio! • Stimulate interest in the target culture! • Liberal use of photos and videos • Present-day culture-specific scenarios • Humor • Emphasize listening! • Phonetic, semantic and syntactic recognition • Models for communicative function • Recycle! • Old vocabulary/structures in new contexts • Move from successful reception to successful production! • Linked free writing assignments • In-class application

4. Stimulate Interest in the Target Culture! Awaken the Five Senses… • The “culture-free” alphabet vs. the “culturally relevant alphabet” • Unit 3 ex: Bargaining for strawberries in Çihangir (Istanbul) • https://ocill.herokuapp.com/drills/374/attempts/new

5. Emphasize Listening! Types of Novice-Level Listening exercises Skill Focus Accurate reproduction of phonemes and intonation; audio-memorization Semantic and syntactical recognition; written reproduction of phonemes, semantic units and communicative utterances Organization of semantic material; recognition of communicative function; simple text interpretation • Listen and Repeat • New Vocabulary: Sentence Dictation (Unit 4) • https://ocill.herokuapp.com/drills/389/attempts/new • Selective Listening (fill-in-the-blank) • Listening for Important Details or Gist (short answer or chart – Unit 6) • https://ocill.herokuapp.com/drills/301/attempts/new

6. Recycle vocabulary and structures! Constant Recycling increases students’ exposure to L2 Omo: Kirlenmek Güzel! (Omo: Getting Dirty is nice!) • Example: Fill-in-the-blank vocabulary review exercise requires students to verbalize the visual input (ie. produce Unit 3-4 vocabulary) related to a Turkish laundry detergent advertisement • https://ocill.herokuapp.com/drills/434/attempts/new

7. Move from successful reception to successful production! In-Class activation of Material Linked writing assignments Content focused on the student’s world. Tasks encourage creativity and draw on prior knowledge. Writing in pairs Sharing writing done at home in class • Focus on speaking & listening in class • Pre-dominant practice form: partner conversation • Frequent partner changing • Missing gap activities • Mixer (Q & A activities) • Student production of dialogs and skits • http://www.laits.utexas.edu/video_services/player/app.php?video_path=http%3A%2F%2Fmedia.laits.utexas.edu%3A8080%2Fvideo_production%2F_working%2F2013_walk-ins%2F2013-10-22_okur%2Fokur_5.mp4&img_path=&caption_path=&method=progressive

8. Thank you for your attention! Questions or comments?