Computer Application in English Language Teaching
วันจันทร์ที่ 7 กันยายน พ.ศ. 2563
Myself
Hi my name is Sawit Nualming, but you can call me Pond.
My ID student is 5881114007.
I'm studying English tercher at Faculty of Education, Nakhon Si Thammarat Rajabhat University.
My e-mail address are sweetyman1470@gmail.com
วันพฤหัสบดีที่ 7 กันยายน พ.ศ. 2560
Acronyms Exercise
Acronyms
IT stands
for information technology. It
refers to anything related to computing technology, such as networking,
hardware, software, the Internet, or the people that work with these
technologies. We
live in the "information
age," information
technology has become a part of our everyday lives.
That means the term "IT," already
highly overused, is here to stay. reference://techterms.com/definition/it
ICT
stands for Information Communications Technology.
ICT refers to technologies that provide access to information through
telecommunications. It is similar to
informantion technology (IT),
but focuses primarily on communication technologies.
This
includes the internet, wireless networks, cell phones, and other communication
mediums. reference://techterms.com/definition/it
CAI stands for computer-assisted instruction or computer-aided instruction. CAI is a teaching process that uses a computer
in the presentation of instructional materials, often in a way that requires
the student to interact with it. CAI;
instructional activities that use a computer as the primary vehicle for
teaching content or processes rather than one-to-one
interaction with a student. the
CAL programs for individual learners. The
term most often refers to drill and practice, tutorial, or simulation exercises
used as stand alone instruction or as supplementary materials. reference: http://medical-dictionary.thefreedictionary.com/computer-assisted+instruction
CALL stands for computer
assisted language learning. Computer
Assisted Language Learning (CALL)
is often perceived, somewhat
narrowly, as an approach to language teaching and learning in which the
computer is used as an aid to the presentation, reinforcement and assessment of
material to be learned, usually including a
substantial interactive element. Levy (1997:1) defines
CALL more succinctly and more broadly as "the search for and study of applications of the
computer in language teaching and learning".
reference: https://www.llas.ac.uk/resources/gpg/61
WBI stands for Web
based instruction. WBI is
a web-based, web-based instructional program that offers
multidimensional multimedia lessons in all subjects or it just offers some
information for teaching purposes. Also
take advantage of the features Communication in the Internet, such as E-mail and chat with text and audio, is used to achieve
efficiency. reference: http://www.learner.org/workshops/teachreading35/session6/index.html
CBI stands
for Computer
Based Instruction. CBI is the use of
computers as the basis for lessons. Such learning may take
place at an educational institution, a libraly, a workplace, or the home.
Computer
resources help at any educational level to better convey
information, and allows students to proceed at a learning rate they are
comfortable with. These methods
usually make extensive use of graphics, and often allow one-click access to
the Internet for yet more information. reference: http://www.dictionaryofengineering.com/definition/computer-based-instruction.html
CMC stands for Computer
Mediated Communication. CMC
is a process in which human data interaction occurs through one or more
networked telecommunication systems. A
CMC interaction occurs through various types of networking technology and
software, including email, Internet Relay Chat (IRC),
instant messaging (IM), Usenet and mailing list servers. CMC technology saves time and money in IT
organizations by facilitating the use of all communication formats. CMC is divided into synchronous and asynchronous
modes:
- In synchronous communication, all participants are
online simultaneously.
-
In asynchronous communication there
are time constraints on
communication messages and responses, as with emails.
CMC
features include conversation record ability, formal communication, and user
identity anonymity, depending on software type -
such as IM.
However, CMC user statement interpretation
may be difficult due to the absence of verbal communication. reference:
www.techopedia.com/definition/392/computer-mediated-communication-cmc
TELL stands for Teaching
English Language Learners.It
is the English teaching for English learners by bilingual education and
expertise, then check out the best teaching strategies, supporting the
development of the knowledge of students who are learning English as a second
language. You
will learn how to create a student's language and background experience and how
to create a classroom environment that promotes student’s learning. reference:
http://nootaa.blogspot.com/2012/08/acronyms-related-to-computer-technology.html
MUD stands for Multiple
User Dialogue. MUD
is a computer program that users can visit and explore.
Each user takes control of a person's
computer character. You
can walk around chatting with other characters, explore dangerous monsters,
solve puzzles, and even create your very own room.
Description and Item You can still
get lost or confused if you jump right in to make sure to read this document
before you start.
MOO stands
for MUD Object Oriented. MOO refers to the system of communication that
is Synchronous users can interact with each other by typing the text.
Choose a room or place to talk.
The conversation must be in a place
called the same room. reference: http://senarak.tripod.com/mudmoo.html
วันพุธที่ 6 กันยายน พ.ศ. 2560
Synchronous Tools and Asynchronous Tools
Synchronous Tools and Asynchronous Tools
The image used in this
post is of a small group of students sitting in a room together, (seemingly)
energetically talking about the issues at hand. This is an example of synchronous discussion—the
students are in the same room, ostensibly discussing the same topic (the
caption says they are “debating search engine liability,” which sounds really
interesting to me, at least). When we teach in the physical classroom, we are
engaged in synchronous communication with the students. We hope that when they
get into small groups they carry on the same sort of lively real-time
interaction that we’ve modeled for them as we move around the classroom.
But if you teach online,
you might employ a synchronous model—”same time, different place”—or an asynchronous model—”different
time, different place.” Or, you might use a combination of tools to meet a
variety of scholarly needs.Or, you might teach in a physical classroom, face to
face with your students, yet still employ one or more of these communications
methods.
Below is a partial list
of synchronous and asynchronous communication tools—file this under “things to
think about” if not implement at some point in your teaching career. A word of
advice—more like common sense, actually—don’t throw a lot of different tools at
your students all at once (unless it is a class specifically about tools).
As with any tool, carefully consider its use before offering it as an option,
and certainly before requiring its use (unless you’re ready to
be a role model, to play tech support, and to be a cheerleader).
Synchronous Tools
If using the “same time,
different place” model of communication, some common barriers to implementation
of synchronous tools are cost and bandwidth—not only cost and bandwidth on your
end, as the individual teacher or the institution, but also to the students.
This is especially true with conferencing systems; video/web
conferencing requires equipment to deliver but also to receive. Although the
benefits of real-time video conferencing are clear—it’s as near to a physical
classroom environment as you can get—the software, hardware, and bandwidth
necessary on both sides can be more cost-prohibitive than actually physically
attending a class.
Some learning management
systems/e-learning systems/virtual learning environments have integrated
synchronous tools within the delivery platform—here I’m thinking specifically
about Blackboard’s integrated
chat and whiteboard features. Although there are still software, hardware, and
bandwidth requirements for these tools, the requirements are likely not as
cost-prohibitive as those required for video conferencing.
But when thinking about
setting up synchronous discussion, don’t discount the basic, free, “old school”
group instant messaging platform, ICQ.
Asynchronous Tools
But when it comes to
virtual communication in support of our classes, asynchronous communication is
by far the more popular model if for no other reason than the barriers to
implementation tend to be much lower—many of these tools are free and require
minimal hardware and software. The drawbacks of asynchronous tools are that
they are by nature less timely and efficient—they are asynchronous, after
all. However, planned excursions with asynchronous tools can turn into
synchronous events. In other words, if students and instructors all happen to
be logged in to a discussion board, conversation can happen in near-real time.
Common examples of
“different time, different place” tools include:
- Discussion boards: whether integrated into your online learning
environment or not (such as Google
Groups), well-managed discussion board can produce incredibly rich
conversations about the topics at hand.
- Blogs: my personal favorite, as not only are the
students discussing with one another (and the instructor), but they’re learning
something about writing for a wider audience who may or may not be listening
in. The open nature of blogs also allows for communication between students in
other classes at other institutions who are studying the same topics. You might
have to make “comment on blogs” count for a grade in order for some students to
do it, but such is the nature of the beast—those students probably wouldn’t
talk in class, either.
- Social Networking
Sites: Facebook and
Twitter can play important roles in your asynchronous communications strategy.
Facebook pages for a class can be the destination for up-to-date information
about the course, without your students having to friend you (or even one
another). Twitter, and Twitter lists, can be useful sites of asynchronous
discussion, although not in the threaded format that one is used to seeing in a
discussion board setting.
- E-mail/Listservs: Some people consider mailing lists to be quaint
relics of a previous technological age, but it’s hard to argue with the fact
that they still work: an e-mail based discussion list does afford one the
ability to carry on threaded discussions in a private environment, yet outside
the confines of a managed system (for discussion boards). In fact, Google
Groups (referenced above) is a threaded discussion board that can also take
place via e-mail, putting a different twist on the typical concept of the listserv.
Regardless of the tool or
set of tools that you use, be sure your communication plan is clear to
your students. Online communication does have rules, just like face-to-face
communication. Set guidelines as well as expectations, and use only those tools
that you’ve evaluated and which clearly enhance your teaching and student
learning.
Reference:
http://www.chronicle.com/blogs/profhacker/tools-for-synchronousasynchronous-classroom-discussion/22902
วันเสาร์ที่ 2 กันยายน พ.ศ. 2560
The Use of Multimedia in English Language Teaching
The Use of
Multimedia in English Language Teaching
The listening
comprehension and oral expression ability enhance their self-study
ability.
Definition
Multimedia is the
exciting combination of computer hardware and software that allows you to
integrate video, animation, audio, graphics, and test resources to develop
effective presentations on an affordable desktop computer.
The
Current Status of Multimedia Teaching Method in College English Teaching
Set up a harmonious and high-effective teaching atmosphere make students take
part in the
practice developing the students’ English intercommunicative ability. The answer
is not the
grammar, nor the word differentiation, but the real. The
interaction and
intelligence of
the multimedia courseware become good medicine for mute English
students.
Relationship
between the Qualities of the College English Teachers and Multimedia
Teaching.
- Training self-study
- Short teaching
experience
Misunderstandings
and Disadvantages of Multimedia Teaching in college English Teaching
Contructivist learners can’t get
real knowledge by being taught, teaching design should include not only the
teaching target analysis, creating a certain scene suitable for learners to
study.
Teacher attending
to trifles and neglecting the essentials, and English classroom becoming a
demonstrating hall of computer functions
Some Suggestions
on Multimedia Teaching in College English Teaching.
- Teachers should change their ideas of using multimedia
teaching
No matter how powerful the modern
education technology is, it is only a kind of technology, and it only a kind of
technology, and it only provides a kind of possibility.
-
We should devote major efforts to developing multimedia teaching mode based on
network circumstance
Conclusion
- Should
make best use of advantages of multimedia.
- Multimedia
can’t replace all other teaching methods.
- Should
apply several methods in class.
Using Corpus Analysis Software to Analyse Specialised Texts
Using
Corpus Analysis Software to Analyse Specialised Texts
What is a corpus?
In corpus linguistics, a
corpus (sometimes used in the plural form “corpora”) can be generally defined as… ‘a
collection of naturally-occurring texts in a computer-readable format which can be retrieved and analyzed using
corpus analysis software’ (Kennedy, 1998; McEnery &
Wilson, 2001; O’Keeffe, A., McCarthy, M.,
& Carter, R. , 2007; Teubert & Cermakova, 2007)
Sources of language corpora
·
Subscribe to a large corpus provider such
as the British National Corpus (BNC)
·
Use web concordancing
-
http://corpus.leeds.ac.uk/protected/query.html (general corpus; English)
-
http://corpus.byu.edu/ (general
corpus; American/British English)
-
http://lextutor.ca/conc/eng/ (general and specialized corpora;
English)
·
Compile own corpora and analyse data using
corpus analysis software
-
Antconc’
(http://www.antlab.sci.waseda.ac.jp/software.html) (for
monolingual corpus)
-
‘Wordsmith’
(http://www.lexically.net/wordsmith/) (for
monolingual corpus)
Designing a specialized corpus
Corpus size
·
There are no fixed ruled; depending on
research purposes, availability of data and time.
·
Large, general corpora may be less useful
than small, focused corpora if searches are made on context-specific
terms.
·
There are limitations of ‘too small’
corpora e.g. not enough concepts,
terms, or patterns under investigation.
·
It is preferable to create a ‘monitor’ or
‘open’ corpus because specialized words/usage are dynamic.
Text extracts vs. full texts
·
Depends on the aim of corpus compilation.
·
Whole text offers more coverage because
words or terms to be looked at may be randomly distributed throughout the text.
·
Specific sections may be helpful if we are
looking for words or phrase under particular content areas or want to create
purposeful sub-corpora.
Number of texts
·
Choices can be made between collect few
texts of large size or a number of texts with smaller sizes.
·
Choices can also be made between selecting
texts written by one or two key writers or sources, or texts retrieved from
different sources or written by different authors.
·
Depends on your research focus e.g. to study overall language use or to
study idiosyncrasy or linguistic choices preferred by particular writers.
Medium
·
Can be spoken or written texts or mixed.
·
Depends on research questions.
·
Some practical factors should also be
considered e.g. compiling spoken
corpora can be time-consuming and needs special types of
tagging (= giving codes to the data e.g. turn-taking paralinguistic features)
Subject and text type
·
Should mainly focus on the specialized
text under investigation, although this is less clear-cut
in multidisciplinary subjects.
·
Texts may come from different subject if
the research focus is on the study of particular language features rather than
term extraction.
·
Text types within a specialized subject
field may vary from ‘expert-to-expert’
texts to ‘expert-to-non-expert’
texts, or in other words, from technical to popular texts.
Other considerations
·
Authorship: Texts written
by experts in a field tend to present more reliable and authentic examples of
specialized language.
·
Language: Specialised
texts can be stored and retrieved in the form of monolingual, comparable, or
parallel corpora.
·
Publication date: Texts
should come from recent publications unless queries are made in relation to
particular periods of time.
Sources of specialized texts
·
Printed materials
·
Word document
·
CD-ROMs
·
Texts on the Web
·
Online databases
Getting started with Antconc
Download the latest version of
Antconc watch YouTube tutorials from http://www.antlab.sci.waseda.ac.jp/antconc_index.html
1. Run the program.
2. Open Files (browse
and select targeted files) or Open Dir (to
select targeted folders)
3. Choose the function.
4. Clear All Tools and Files before
selecting opening new files.
5. Save Output to Text File to save
output e.g. concordance lines.
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Myself
Hi my name is Sawit Nualming, but you can call me Pond. My ID student is 5881114007. I'm studying English tercher at Faculty of E...
-
Hi my name is Sawit Nualming, but you can call me Pond. My ID student is 5881114007. I'm studying English tercher at Faculty of E...
-
Computer Assisted Language Learning Computer-Assisted Language Learning (CALL) is defined as “the search for and study of applications...
-
Synchronous Tools and Asynchronous Tools The image used in this post is of a small group of students sitting in a room together, (see...