1) Chat Room
Students have various personalities. Some are outgoing; some are shy. For those who are shy, it is teacher’s responsibility to encourage them to talk more. However, some students just cannot feel comfortable speaking in public. In this case, the technology tool can do a great help. My idea is to create a “chat room” within my blog. I will first form students into many groups. Next, I will post different topics out of students’ interests in my blog. Then, the students have to reply to the assigned topics. It is actually a kind of group discussion. The students’ have to “chat” with their classmates in L2 for 30 minutes at least once a week. Chatting with classmates on the Internet makes students who are shy more relax and willing to talk. Even though students seem to be merely “chatting”, they are “learning” at the same time. They can not only practice using second language but also gain different points of view from peers.
Students have various personalities. Some are outgoing; some are shy. For those who are shy, it is teacher’s responsibility to encourage them to talk more. However, some students just cannot feel comfortable speaking in public. In this case, the technology tool can do a great help. My idea is to create a “chat room” within my blog. I will first form students into many groups. Next, I will post different topics out of students’ interests in my blog. Then, the students have to reply to the assigned topics. It is actually a kind of group discussion. The students’ have to “chat” with their classmates in L2 for 30 minutes at least once a week. Chatting with classmates on the Internet makes students who are shy more relax and willing to talk. Even though students seem to be merely “chatting”, they are “learning” at the same time. They can not only practice using second language but also gain different points of view from peers.
(Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.)
2) Language Background
Language is a comprehensive concept, so L2 learner cannot focus on “language” aspect only. They have to work on such as history and culture parts to gain further knowledge of a language. Take me, an English learner, for example. I have found out that the logical thinking way is totally different between English and Chinese speakers. We can easily detect that from articles written by American and Chinese. I can post articles written by different language speakers toward the same topic to show my students how the writing framework and views of point vary. Then, they can observe and learn. Besides, to post some interesting stories about English culture to arise students’ interests.
Language is a comprehensive concept, so L2 learner cannot focus on “language” aspect only. They have to work on such as history and culture parts to gain further knowledge of a language. Take me, an English learner, for example. I have found out that the logical thinking way is totally different between English and Chinese speakers. We can easily detect that from articles written by American and Chinese. I can post articles written by different language speakers toward the same topic to show my students how the writing framework and views of point vary. Then, they can observe and learn. Besides, to post some interesting stories about English culture to arise students’ interests.
(Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its culture.)
3) Supplement
Most L2 learners are eager to learn more, but they do not have the circumstances after language class. In this case, the Internet can be a great assistant. There is a lot of useful information on the Internet. Students can easily find a website and learn things like grammar, pronunciation, and so on. L2 teacher can construct a website, and upload beneficial data, such as daily life vocabularies, for extra-curriculum cupplement. Thus, L2 students can learn not only serious lecture but also casual stuff which they can apply in daily life.
Most L2 learners are eager to learn more, but they do not have the circumstances after language class. In this case, the Internet can be a great assistant. There is a lot of useful information on the Internet. Students can easily find a website and learn things like grammar, pronunciation, and so on. L2 teacher can construct a website, and upload beneficial data, such as daily life vocabularies, for extra-curriculum cupplement. Thus, L2 students can learn not only serious lecture but also casual stuff which they can apply in daily life.
(Standard 5.1: Students use the language both within and beyond the school setting.)
4 comments:
Overall, I like the look of your blog, especially the video that you included in the post on internet safety. The three ways you offer to help students with blogging are useful. My favorite is #3 because blogs are a great way to reinforce material that was learned in class. Blogs, when used efficiently, can help learning continue beyond the classroom, which is a huge benefit.
Hi Anny, I enjoy reading your blog I like the three ways that you listed on your blog. I especially live your idea of Chat Room. I think it’s going to create a very friendly environment which will encourage students’ participation by using blog.
I like your second thought as well because I think culture is way too important in terms of learning a new language. Your thought on this gives me a idea about how to integrate language learning and culture study in order to make second language learning more effectively : )
All of your ideas could be useful for promoting language skills. I wonder, though, if there are not better tools for chatting. Of course, it would depend on whether you wanted to have synchronous or asynchronous discussions.
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