Transcript FL learning in video

Communicative tasks for language students and
teacher trainees in video web communication
and virtual worlds
Kristi Jauregi, Rick de Graaff,
Utrecht University
Overview
• Short introduction to NIFLAR
• Task design principles for intercultural
communicative competence
• Video-web communication in Dutch
• Second Life in Spanish
• Results and discussion
NIFLAR
• Time span: 1 January 2009 – 31 December 2010
• Lifelong Learning Programme
• Partners: Universities of
– Granada and Valencia in Spain
– Coimbra in Portugal
– Palacky in Olomouc the Czech Republic,
– Nevsky and Novosibirsk in Russia
– Concepción in Chile
TELL Consult (Netherlands)
2 secondary schools, in Spain and The Netherlands
Coordination: Utrecht University
• Target languages: Dutch, Portuguese, Russian & Spanish
Objectives & ambitions NIFLAR
• Enrich and innovate academic programs of foreign languages
(target groups: FL learners and pre-service teachers)
• By facilitating social and pedagogical authentic interaction in
the target language, using adequate tasks with a focus on
intercultural communication
• Using 2 innovative ICT environments
FL learning in video-web communication
Logged in members
Webcam image
Record
Chat
On-line writing
Shared documents
FL learning in virtual worlds
Task design principles for ICC in video-web
communication and virtual worlds
Design principles for:
• Communicative competence in L2 acquisition (Willis,
1996; Doughty & Long, 2003; Ellis, 2003; Moonen, 2007; Long,
2009)
•
Intercultural competence in L2 acquisition
(Byram, 1997; Müller-Jacquier, 2003)
•
The application of VWC and VW in L2 acquisition
(Jauregi & Bañados, 2008; Deutschmann, Panichi & Molka, 2009)
Design principles for communicative L2 competence
•
Exposure to rich, authentic, multimodal and
contextually relevant language input
•
Elicitation of meaningful, contextually appropriate
language use
•
Focus on language form alonside meaning
•
Convergent communicative outcome as a result of
negotiation of meaning
Design principles for intercultural L2 competence
•
Taking conceptions and misconceptions in daily life as a
starting point
•
Focus on intercultural contrasts and similarities
•
Need to understand each other’s point of view for task
completion
•
Need to evaluate one’s own points of view by means of
someone else’s
Design principles for the application of VWC
Video-web communication:
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•
•
•
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Personal contact is relevant
Access to visual cues is crucial
Nonverbal interaction is relevant
Only communication partners are present
Visual context outside communication partners is
irrelevant
• Multimodal creation and negotiation of meaning
Design principles for the application of VW
Virtual worlds:
• Visual context around communication partners is
relevant
• Context is specifically selected for conversation
topics
• As in real-life, others might interfere
• Tasks should trigger oral communication
• Contexts might be adapted (simplified, exaggerated)
in order to promote awareness and learning
Pilot video-web communication Dutch
Utrecht University
• Participants:
- 32 pre-service teachers of different
TLs(Dutch, English, Spanish,
French, German)
• Integration in Mastercourse:
Language Education
• February-April 2009: 10 weeks
Palacky University in Olomouc
-36 Czech students of Dutch 19 A2 + 17 B1
(CEFR)
- Dutch Language Course A2 + B1 (CEFR)
NIFLAR experiences with Dutch - Process
Pre-service teachers (UU)
• Introduction to NIFLAR
• Workgroup sessions on tasks, CMC,
CEFR, ICC
• Virtual meeting with PU
• Development of tasks in groups
• Creation of evaluation schemes for
interaction sessions
• Development of pre-/posttests
• Tutorial about VWC tool
• Plenary session
• 3 interaction sessions (25 min.)
• Poster-presentations & paper
experiences
• NIFLAR surveys + interviews
• Certificates of participation
FL learners of Dutch (PU)
• Introduction to NIFLAR
• Virtual meeting with UU
• Tutorial about VWC tool
• Plenary session
• 3 interaction sessions (25 min.)
• NIFLAR evaluation
• NIFLAR surveys + interviews
• Certificates of participation
FL learning in video-web communication
Examples of tasks developed by pre-service teachers
Results NIFLAR surveys (UU & PU)
(1 disagree … 5 agree)
T (UU)
N25
Mean StDev
FL (PU)
N25
Mean StDev
38 a. I/They have learned to talk more fluently
4,0
0,7
3,5
0,9
38 b. I/They became more confident talking in the TL
4,1
0,7
4,0
0,4
38 c. I/They became more aware of cultural contrasts &
similarities
3,7
0,9
3,2
1,3
38 d. I/They have learned new words and expressions
3,7
0,6
3,2
0,7
38 e. I/They can talk more accurately
3,0
0,6
2,6
1,7
Questions on the FL learners’ learning process
Results NIFLAR surveys (UU & PU)
What have you learned in this project?
T (UU)
N25
Mean
SD
60 a. How to use VWC tools for teaching purposes
4,2
0,6
60 b. How to use VWC tools for implementing purposeful interaction in the
TL
3,9
0,8
60 c. To get familiar with (the elaboration of) tasks that contribute to the
development of (intercultural) communicative competence
3,9
0,8
60 d. To be aware of the problems foreign language learners face when trying 3,7
to communicate in the target language
0,8
60 e. To be aware of and develop adequate teaching strategies to help FL
learners to overcome problems/shortages in their attempts to communicate
in the target language.
1,1
Questions on the learning process of pre-service teachers
3,5
Pilot Second Life Spanish
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Period: June & July 2009
Participants:
2 NS student teachers (Granada/Valencia); 2 NNS L students (Utrecht)
Objectives:
1. Explore possibilities of existing SL worlds for enhancing interaction
2. Study anonymity versus familiarity in modeling interaction
3. Compare experiences: VWC versus SL
Tasks:
1. Reflecting about intercultural similarities & differences
2. Exploring Spanish SL worlds & interviewing anonymous NSs
3. Sharing experiences & touring together
4. Evaluating the experience
Pilot tasks for ICC in Second Life
Example Second Life
Task Evaluation
• Task 1 and 4:
– dynamic verbal turn-taking
– no space for silences, little action
– Interaction merely task-oriented
• Task 2 and 3
– much action and movements
– large episodes of silence while touring around
– Interaction merely process-oriented
Learners and teachers experiences in Second Life
• Were tasks adequate? (4,4,4,3)
• Should SL be integrated in language courses? (5,4,4,2)
• Which environment offers more possibilities to enrich your
learning language experience?
(a. Second Life b. video web communication) (a!)
• Is SL adequate for learning languages? (Yes!)
• If you had the possibility to choose the environment in future
projects, which one would you use? (SL)
February 2010:
Research on task environment effectiveness
• 3 conditions: VWC; VW; classroom
• Comparing ICC development
– Interaction growth first/last session
– Pretest/posttest
• Analysis:
– LC: fluency, accuracy, complexity, adequacy
– ICC: attitudes, knowledge, skills, awareness
Would you like to know more about NIFLAR?
Join us in
niflar.ning.com
www.niflar.eu
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