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From Teletandem to usage based tasks: learning after doing

From Teletandem to usage based tasks: learning after doing. Paola Leone Università del Salento, Italy. Topics :. How telecollaboration is implemented at University of Salento , Italy; R esearch topics on telecollaboration ; Research and teaching: Usage based/corpora based tasks.

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From Teletandem to usage based tasks: learning after doing

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  1. From Teletandem to usage based tasks: learning after doing Paola Leone Università del Salento, Italy

  2. Topics: • How telecollaboration is implemented at University of Salento, Italy; • Research topics on telecollaboration ; • Research and teaching: Usage based/corpora based tasks.

  3. Telecollaboration WrittenInteraction Blog, forum, etc. Oral interaction Teletandem •  face to face tandem version (Brammerts, 2003), • Teletandem • Reciprocitysame time for L1 and L2; • Learning in collaboration(e.g. Telles2009) • Learning autonomously students must plan their activity on their own (Telles & Vassallo 2006)

  4. Teletandem network North, Central and South America Europe University of Southampton University of Bonn University of Lille 3 University of Salento University of Bologna UniversidadeEstadual Paulista University of Hawaii University of Miami University of Washington Seattle University Virginia Commonwealth University (VCU) Truman State University Georgetown University UniversidadNacional Autonoma de México Asia Universidade de Chulalongkorn (Thailand) University of Yamaguchi

  5. Teletandem- (Tele)collaboration • Interistitutional – internationalcollaboration Positive: effectivecollaboration with colleaguesworkingabroad. It can be a first steptowardsinternationalization Problems: Twoinstitutions, twodifferentinstitutionalizationforms, differentstudents’ motivation and involvement • Intra-istitutionalcollaboration Teletandem at Università del Salento (unisalento): Positive: Professors/Language Instructors of differentlanguages work together. Problems: differentlevel of familiarity with ICT, workload, shortage of financing

  6. Institutionalization • Teletandem iscombinedwith workshops on differenttopics (e.g. open resources on the web for autonomouslearning, webcef, interculturalcommunication) • Teletandem can be combined with writtentelecollaboration • Itis part of an optional exam; • Itlastsusually 12 sessions (1 hreach); • Itisbasedeither on free conversation or on topicorienteddiscussions

  7. (Tele)collaborationatunisalento

  8. Research • Corpus: COMETE (COrpus Multilingue di E-learning and TElecollaboration • E-learning: Tasksemployingdigitaltechnolgies (e.g. clouds) Corpus include (in progress): • Data for researchpurposes • Data aspedagogycalresource for authonomouslanguagelearning(e.g. tasksbutalso videoclips) Experience EmpiricalApproach Video-recordings Transcription

  9. Researchtopics: - Discoursestructure (e.g. focus on form and focus on meaningsequences; Leone 2009; Leone 2013) - Interactionaldominance (i.e. role of participants in interaction in relation to contentexpertize - Pragmatic –interactionaldimension (i.e. the use of discoursemarkers: De Marco & Leone 2012; forthcoming)

  10. Future research (march 2014)-Unisalento-UNESP Intercomprehensionamong Romance languages (intercomprensione tra le lingue romanze) - Formalinstructioneffects over communication (i.e. CommunicativeStrategiesbefore and afterformalinstruction on intercomprehension)

  11. Research and Teaching Corpus- basedlanguagepedagogy (e.g. Tognini Bonelli 2001; Belz, Vyatkina 2008) Form-focusedinstructionduringclassroomactivities Data-drivenlearning (John 1986) Learners: participants and observers (Aston, Gavioli 2001; Belz, Vyatkina 2008)

  12. Learning scenario: Collaboration and troubleshooting Objectives. To strenghten Metacommunicativeabilities An interationistconception of languagelearning (Long 1981; Gass, Varonis 1985) changebelieves and attitudes Motivation Resources: Video-recordings of Teletandem sessions

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