Reflection: Concordancer

Dear reader, now we move on to concordance which is also part of Corpus Linguistics. What is a concordancer? A concordancer is a piece of software, either installed on a computer or accessed through a website, which can be used to search, access and analyse language from a corpus. They can be particularly useful in exploring the relationships between words and can give us very accurate information about the way language is authentically used.

How can a concordancer benefits us?

•We can check that the uses and collocations of words we are teaching are the most frequent, up to date and correct.

•We can find authentic examples to demonstrate and reinforce the language we are teaching.

•We can use them to create our own worksheets based on authentic materials.

If you want to try a concordancer, you can visit this link:

http://www/Papyr.com/applets/concordancer

Reflection: Corpus Linguistics

Assalamualaikum w.b.t…hello reader! How are you? We hope that you are in the pink of health and showered by the blessings of Allah SWT. Dear reader, do you know what corpus linguistics is? In today’s class, Dr Rozina gives a lecture about what corpus linguistics is all about. A corpus is a collection of samples of a language as used in real life, in writing and/or speech. The importance of corpora to language study is aligned to the importance of empirical data.

What Corpus Linguistics Does

·         Enables the study of wider patterns and collocation of words.

• Facilitates the study of the second language. Study of the second language with the use of natural language allows the students to get a better “feeling” for the language and learn the language like it is used in real rather than “invented” situations.
  

What Corpus Linguistics Does Not

• Does not explain why. The study of corpora tells us what and how happened but it does not tell us why the frequency of a particular word has increased over time for instance.
• Does not represent the entire language

To summarize, Corpus Linguistics helps the students to learn more about the language. J It is also helps us to understand the meaning of the Al-Quran better. It is important to note that Al-Quran is a book of wisdom and guidance to the real path. In order to become a better Muslim, one should learn and try to understand the real meaning behind the beautiful ayah in Al-Quran J

Reflection 6: What is Computer Mediated Communication?

CMC or Computer Mediated Communication is defined as any communicative transaction that occurs through the use of two or more networked computers. While the term has traditionally referred to those communications that occur via computer-mediated formats (e.g., instant messages, e-mails, chat rooms), it has also been applied to other forms of text-based interaction such as text messaging.

CMC can be divided into synchronous and asynchronous modes. In synchronous communications all participants are online at the same time (e.g. IRC), while asynchronous communications occurs with time constraints. (e.g. email). People choose asynchronous communication like email for delayed, controlled and longer messages. They also prefer email for negative emotion as they are distant from the receiver ("shielding" effect). On the other hand, people prefer synchronous communication like IM for immediate good news. They also use it because they can multitask while talking.

The other side of Computer Mediated Communication.

Social networking within communities can have a profound effect on the way our lives play out. There will be evidence shown that adolescents’ interacting on social networks can lead to negative and unrestrained behavior in online communities which impacts their future and communities in a harmful way. The effect of social networks impacting communities globally has become apparent in the last 10 years as social networks begin, expand and in some cases end. Exploring the social world online has led to many adolescents exhibiting uncontrolled and unscrupulous online behavior. The increase in inappropriate disclosure of personal information and content on social networking sites has highlighted the need for conscientious parental guidance and adolescent awareness of the long term effects of online communications. Statistics from a range of sources suggest social networking among teenagers can have a negative effect when used without caution and restraint and can undermine their future prospects.

Communications occurring via mediated communication can stimulate online self-disclosure. According to this theory of hyper-personal communication (Walther, 1996) via computer-mediated-communication (CMC), it is typically characterized by reduced visual, auditory, and contextual cues (e.g. social status cues). A consequence of these reduced cues is that CMC users become less concerned about how others perceive them and feel fewer inhibitions in disclosing intimate information (Valkenbury and Peter, 2009). Therefore, adolescents communicating online feel free to contextualize their emotions without thought to how people associated in their network will perceive it. The issue of interest brought out by this theory is information teenagers disclose in their online life, how is it affecting their face-to-face communication with peers and influencing their future.

Graded Assignment 1

A. Summary of article on CALL

               The article CALL and the responsibilities of teachers and administrators written by Jeremy F. Jones talks about teachers' role towards the use of CALL in students' learning process. Jones said that if the computer program is undertaken as part of an institutional course, teachers' role will be far from minimal. Teachers would have to provide assistance in a number of way:

1. Relating units of the program to a taught syllabus and to the individual special needs.
2. Identifying the right level for the learners.
3. Helping to select task. For example organizing pairs at each terminal for greater communicative values.
4. Monitoring progress.

Jones also mentioned about the attitude of teachers seems to be more complex. Regardless of how they are not comfortable with high technology because they might have not grown up with computers unlike their students, they should learn about it because computers is one essential method in learning process nowadays.


B. Lesson Plan

LESSON 1

           

Aim &/or Theme: Introduction to four types of sentence.

Work previously covered/prior understanding: This is the first lesson of the module

Learning Objectives: Must:Be able to define each of the six major text types Should: Be able to sort examples of text into each category Could: Think of further examples of text suitable for each category

Subject Knowledge and Skills: (including Subject specific vocabulary) The 4 major text types: Declarative, Interrogative, Imperative and exclamative.	Assessment Methods: Observation Student Feedback Question and answer
Key Skills (Links with LAC / NAC / ICT) Working with others Working individually S12.revise the stylistic conventions of the main types of non fiction	Thinking skills: Comprehension Application Analysis

Teaching and learning strategies to be used: Explanation Modelling	V: Wordsheet starter acivity, visual sources to accompany explanation of text types A: Oral explanation to reinforce instructions and knowledge K: Handling a variety of exemplar material
Provision for EAL / SEN / G&T: Mixed ability pairings Scaffolding worksheet/extension worksheet for pairs who finish early
Resources:          Staff: Examples of each text type Wordsearch	Pupils:

LESSON 1

Time	Activity                                                                                               References (Staff and Pupil)
10 mins	Starter Activity: Introduction to class, and to new module. 4 main text types in wordsearch Development: The 4 Main Text Types Pupils identify, discuss, explain, and find examples for each of the 4 major text types
20mins	Having found all of the words in the wordsearch, take each word and a)    define it b)    think of an example of it
15 mins	Working in pairs, pupils have a chart, and different source materials to categorise, and to look for the characteristics that make the text appropriate to its category Plenary: Text type bingo: pupils write down four of the eight words written on the board, and cross them off as they are described.First one to call ‘Bingo!’ wins a sweet!
Homework (if applicable): When to be submitted:   .....................................                           and marked:  ......................................
Evaluation (A):  How appropriate and successful were the learning objectives? Evaluation (B):  How appropriate and successful were the teaching and learning strategies?
Targets for next lesson:

 

Types of Sentences	Explaination
1. Declarative	·         (SV.) ·         When make the statement. ·         Doesn’t make any comma or question mark. ·         Give information or facts. ·         Eg: I had nasi lemak for breakfast.
2. Interrogative	·         (VS?) ·         To get information / to ask question. ·         Using question mark. (?) ·         Tone is important. ·         The answer must be ‘yes’ or ‘no’: using auxiliary words. ·         Eg: The test will include in chapter 1. (declarative) ↓ Will the test include chapter 1? (interrogative) ·         WH question -          Require answer. -          Long answer rather than ‘yes’ or ‘no’.
3. Imperative	-          ( [S]V. / ! ) -          Common / direction / instruction. -          Eg: Pass up your assignment. ·         In exam paper: Fill in the blank. ·         Add please / politeness. ·         Eg: Clean up the mess. Switch on the air-cond. Keep of the grass.
4. Exclamative	·         (SV!) ·         To show excitement. ·         Use exclamation mark. (!) ·         Eg: Well done! Congratulation! You have a nice house. (declarative)                        ↓ What a nice house you have. (exclamative)

In Relation to The Benefits of CALL in Language Skills LSRWG

A Videoscribe, which looks at the needs of 21st century learners and the responsibilities of 21st century educators.

Reflection 5: The Benefits of CALL in Language Skills LSRWG

Questions:

(i). How can teachers/learners use technological  resources to support learning objectives?
CALL can contribute to enhancing a learner's language grasp on several different levels as it acts both as a tutor and a tool. As a tutor, CALL assumes the role of a teacher for the students, thus . While as a tool, CALL works as an aid for the teacher in a learning environment. For example, using a CALL program, language learners can work at their own pace. They can spend more time on topics they find difficult. And this makes the learner feel in control of their learning progress, thus stimulating a satisfaction for them that increases motivation.

(ii). To what extent do these resources enhance learning?
Using CALL programs, language learners have more personal control over their cognitive load during a lesson hence, thus enriching their learning process more.