I learned a lot from this class.
And I know some useful software from this class.
The most impotant thing is I know some great learn English webs from class, those webs are for free and you can use it anythime, anywhere.
Moreover, "Hot potato" is a interesting software, we can easily make a crossword games by Hot potato"
I got new Japanese friends from chatting room.
I think this is a good chance for me to learn foreign culture.
Thank you Dr. Josephine give me this chance!
2008年6月5日 星期四
2008年5月27日 星期二
Questionnaire_for Chatting_
Debriefing Questionnaire
After completing the profile information, please answer the questions in English, Japanese or Chinese (your choice). If you have any questions, please ask your instructor.
Name ______Ching wei Lin_________ Age ___21___ Gender (circle): Male (Female)
Chat Name ______Nemo_____________ Chat Group Number _ 8__
TOEIC score (most recent) ______
Other test (name of the test and the score) Test name _______ Score _______
Questions
1. Did your group come to a consensus and decide upon a business and a city?
(YES) NO
2. What was your decision and why did your group make this decision? Our group decides make a restaurant at Taipei and Tokyo. We would like to build a restaurant, and focus on both Japanese and Taiwanese foods. Seafood is a good idea. Japanese cuisine usually uses a lot of sea food.
3. What did you find interesting about chatting with students from Taiwan/Japan?
I found many interesting things from chatting with students from Japan. First I know a lot interesting ideas from others. And I get more information about Japan. Japanese students told me about Sapporo, which is the biggest city in Hokkaido, the northern island in Japan.
4. Did this session enhance cultural exchanges? Why or why not?
I though this session which is a good chance to enhance cultural exchanges, you could know a lot about their social. Moreover, food is a good issue for discussing, every country have own feature local foods, for example Japanese local food is sushi, and Taiwanese-style delicacies, like pearl tea.
5. What do you think you learned from this chat session?
I learned to build a company is not so easy. You have to discussing how to do it. First you should know about Japan and Taiwan society, selling what kind of products is best. And how do we improve many problems.
6. Has your motivation for learning increased after interacting with your Taiwanese/Japanese partners? Why or why not?
Sure, I like travel around, I haven’t been to Japan, but I could know more about Japan from my Japanese partners, I had more motivation to use English to talk with them.
7. Is it important to have a leader when discussing issues using online chat?
(YES) NO
8. Think about the leader of your group. What did the leader do to help the group? Did you think that the leader did a good job? Why or why not?
Our eighth team leader is Zhong_Sha, she helped us to integrate our options, and provide her opinions.
9. What did you find was difficult while chatting with students from Taiwan/Japan?
I found different country has their culture, including food, life style, social, weather. But it is still have similar way, eating their local food is a good way to understanding their culture.
10. Did this activity make our course more meaningful? Why or why not?
Exactly, this activity makes our course more meaningful, learning foreign language should try to understanding foreign culture.
11. Does using online chat with students from Taiwan/Japan help your English language skills? How?
Yes. I should talk with them in English; may it is help me increase my writing and reading ability.
12. Select your level of enjoyment while using online chat with students from Taiwan/Japan.
a. Liked very much
b. (Liked)
c. Liked a little
d. Disliked a little
e. Disliked
f. Disliked very much
13. Explain your selection for Question 7.
Leader is an important role in a group.
14. If another online chat session were arranged, would you like to participate?
(YES) NO
15. If you have any additional comments about online chat or using online chat to communicate with students overseas, please write them here:
Thank you for chatted with me. I hope have other chance to talk with you!
Thank you!
After completing the profile information, please answer the questions in English, Japanese or Chinese (your choice). If you have any questions, please ask your instructor.
Name ______Ching wei Lin_________ Age ___21___ Gender (circle): Male (Female)
Chat Name ______Nemo_____________ Chat Group Number _ 8__
TOEIC score (most recent) ______
Other test (name of the test and the score) Test name _______ Score _______
Questions
1. Did your group come to a consensus and decide upon a business and a city?
(YES) NO
2. What was your decision and why did your group make this decision? Our group decides make a restaurant at Taipei and Tokyo. We would like to build a restaurant, and focus on both Japanese and Taiwanese foods. Seafood is a good idea. Japanese cuisine usually uses a lot of sea food.
3. What did you find interesting about chatting with students from Taiwan/Japan?
I found many interesting things from chatting with students from Japan. First I know a lot interesting ideas from others. And I get more information about Japan. Japanese students told me about Sapporo, which is the biggest city in Hokkaido, the northern island in Japan.
4. Did this session enhance cultural exchanges? Why or why not?
I though this session which is a good chance to enhance cultural exchanges, you could know a lot about their social. Moreover, food is a good issue for discussing, every country have own feature local foods, for example Japanese local food is sushi, and Taiwanese-style delicacies, like pearl tea.
5. What do you think you learned from this chat session?
I learned to build a company is not so easy. You have to discussing how to do it. First you should know about Japan and Taiwan society, selling what kind of products is best. And how do we improve many problems.
6. Has your motivation for learning increased after interacting with your Taiwanese/Japanese partners? Why or why not?
Sure, I like travel around, I haven’t been to Japan, but I could know more about Japan from my Japanese partners, I had more motivation to use English to talk with them.
7. Is it important to have a leader when discussing issues using online chat?
(YES) NO
8. Think about the leader of your group. What did the leader do to help the group? Did you think that the leader did a good job? Why or why not?
Our eighth team leader is Zhong_Sha, she helped us to integrate our options, and provide her opinions.
9. What did you find was difficult while chatting with students from Taiwan/Japan?
I found different country has their culture, including food, life style, social, weather. But it is still have similar way, eating their local food is a good way to understanding their culture.
10. Did this activity make our course more meaningful? Why or why not?
Exactly, this activity makes our course more meaningful, learning foreign language should try to understanding foreign culture.
11. Does using online chat with students from Taiwan/Japan help your English language skills? How?
Yes. I should talk with them in English; may it is help me increase my writing and reading ability.
12. Select your level of enjoyment while using online chat with students from Taiwan/Japan.
a. Liked very much
b. (Liked)
c. Liked a little
d. Disliked a little
e. Disliked
f. Disliked very much
13. Explain your selection for Question 7.
Leader is an important role in a group.
14. If another online chat session were arranged, would you like to participate?
(YES) NO
15. If you have any additional comments about online chat or using online chat to communicate with students overseas, please write them here:
Thank you for chatted with me. I hope have other chance to talk with you!
Thank you!
Chatting room on 5/13
Our group is eighth group; there are four students in our group, two students are Taiwanese students, and others are come from Japan. At first, we discuss about how to start our company. So our group leader proposed we could start a restaurant. Because we thought selling some local foods is a good idea. Moreover, we explain about where is Taipei and Sapporo to each other, and recognized some background information about Taipei and Sapporo.
Therefore, we would like to start a restaurant, and focus on both Japanese and Taiwanese foods, especially seafood is popular food in Taiwan and Japan. Japanese cuisine usually uses a lot of sea food, such as sushi. Our group leader suggested we can offer Sashimi, which is row fish, or sushi as in usual Japanese restaurant overseas, or broiled and boiled fish. Taiwanese famous food just like oyster thin noodles, fish ball soup, clams soup, oyster omelet, there are very delicious seafood. And I suggested maybe we could build our restaurant in night market. But I thought the only weakness of night market is not always clean, our group discussed how to improve this problem. Although it would got too many competitor, if we set our restaurant in night market, but it is not a big problem, if our food is very famous and delicious, our customers will line up in front of us! Beside, Tokyo and Taipei, we consider “does both of Japanese and Taiwanese would like our two kinds of food (Taiwan and Japanese food)?” Our group leader answered “I am Japanese but I love Taiwan food, so this problem is certainly “yes! If your food is good, your customer would love it.”
I think this activity is very useful for me to use English to discussing issues. I like this activity, because I learned a lot from this activity, this was a good chance to know about other country, it is help me enhance cultural exchanges images.
Therefore, we would like to start a restaurant, and focus on both Japanese and Taiwanese foods, especially seafood is popular food in Taiwan and Japan. Japanese cuisine usually uses a lot of sea food, such as sushi. Our group leader suggested we can offer Sashimi, which is row fish, or sushi as in usual Japanese restaurant overseas, or broiled and boiled fish. Taiwanese famous food just like oyster thin noodles, fish ball soup, clams soup, oyster omelet, there are very delicious seafood. And I suggested maybe we could build our restaurant in night market. But I thought the only weakness of night market is not always clean, our group discussed how to improve this problem. Although it would got too many competitor, if we set our restaurant in night market, but it is not a big problem, if our food is very famous and delicious, our customers will line up in front of us! Beside, Tokyo and Taipei, we consider “does both of Japanese and Taiwanese would like our two kinds of food (Taiwan and Japanese food)?” Our group leader answered “I am Japanese but I love Taiwan food, so this problem is certainly “yes! If your food is good, your customer would love it.”
I think this activity is very useful for me to use English to discussing issues. I like this activity, because I learned a lot from this activity, this was a good chance to know about other country, it is help me enhance cultural exchanges images.
2008年4月14日 星期一
CALL Evaluation
This week we listened to each other's group Call evaluation, Everybody did a good job!
I learned a lot from this work, through this project I realized different useful softward to learn English. I will use those softward to improve my English ability. Moreover, those softward is interesting for learners, I will try to use it. I realized many different useful webs from teacher, too. And I learn how to resognize a softward is good or not. After we finished our presentation, teacher help us to correct our evaluation, we will try to do our best.
I choose this web for my exam:
BBC World Service Learning English
http://www.bbc.co.uk/worldservice/learningenglish/index.shtml
I learned a lot from this work, through this project I realized different useful softward to learn English. I will use those softward to improve my English ability. Moreover, those softward is interesting for learners, I will try to use it. I realized many different useful webs from teacher, too. And I learn how to resognize a softward is good or not. After we finished our presentation, teacher help us to correct our evaluation, we will try to do our best.
I choose this web for my exam:
BBC World Service Learning English
http://www.bbc.co.uk/worldservice/learningenglish/index.shtml
2008年3月26日 星期三
Fifth class 5
Teacher give us some informations about Criteria for CALL task appropriateness, that
incoulding six parts: Langage learning potential, Learner fit, Meaning focus, Authenticity, Positive impact, Practically.(From: Computer-assisted language learning)
And she tell us we have to write down reports about software evaluation and research advantage and disadvantage of software unit the midterm.(before 2008/4/9)
(You can get some informations about this project form here:http://scholar.google.com/)
I and Luna are partner, we will help each other to do this work.
We choose MYET to do our research work(software).
and we are elevens!(Lucky 11)
So We will prepare to do this report, wish we have good job!
incoulding six parts: Langage learning potential, Learner fit, Meaning focus, Authenticity, Positive impact, Practically.(From: Computer-assisted language learning)
And she tell us we have to write down reports about software evaluation and research advantage and disadvantage of software unit the midterm.(before 2008/4/9)
(You can get some informations about this project form here:http://scholar.google.com/)
I and Luna are partner, we will help each other to do this work.
We choose MYET to do our research work(software).
and we are elevens!(Lucky 11)
So We will prepare to do this report, wish we have good job!
4th class...
Today I learned how to use recorder by computer!
It is very important for me to learn this skill, because you can use recorder to do
many things, such as your voice. First,you can record your pronounce, after
that you listen it, and practice again and again. It's a good way to know how is your pronounce.
So~after class I want to learn more skills about computer, just like Dreamweaver or Video Editor
It is very important for me to learn this skill, because you can use recorder to do
many things, such as your voice. First,you can record your pronounce, after
that you listen it, and practice again and again. It's a good way to know how is your pronounce.
So~after class I want to learn more skills about computer, just like Dreamweaver or Video Editor
2008年3月12日 星期三
Third class PART3!!
Today is my Third class, we had to answer three question.
These are about Computer-Assisted Language Learning(CALL).
At first,I consider CALL is a telephone,how to use a telephone to teach students?
I had many QESTIONS!
After I search form the webs, I know "CALL" is a tool to help students.
For teachers, useing computer to teach is a good way.
But there are a lot of works to prepared before you use computer to teach.
"Computer as a tutor"
And theachers have to prepare all the activities!
These are about Computer-Assisted Language Learning(CALL).
At first,I consider CALL is a telephone,how to use a telephone to teach students?
I had many QESTIONS!
After I search form the webs, I know "CALL" is a tool to help students.
For teachers, useing computer to teach is a good way.
But there are a lot of works to prepared before you use computer to teach.
"Computer as a tutor"
And theachers have to prepare all the activities!
2008年3月11日 星期二
1.What are the three phrases of CALL?
ANS: Behavioristic CALL, communicative CALL, and integrativeCALL
What role do computers play in each phrase?
ANS:
Behavioristic CALL
A. Repeated exposure to the same material is beneficial or evenessential to learning
B. A computer is ideal for carrying out repeated drills, sincethe machine does not get bored with presenting the same material and sinceit can provide immediate non-judgmental feedback
C. A computer can present such material on an individualized basis,allowing students to proceed at their own pace and freeing up class timefor other activities
Communicative CALL
A. Computer as tutor model. But--incontrast to the drill and practice programs--the process of finding theright answer involves a fair amount of student choice, control, and interaction.
B. In addition to computer as tutor, another CALL model used forcommunicative activities involves the computer as stimulus (Taylor& Perez, 1989, p. 63). In this case, the purpose of the CALL activityis not so much to have students discover the right answer, but rather tostimulate students' discussion, writing, or critical thinking.
C. The third model of computers in communicative CALL involves thecomputeras tool (Brierley & Kemble, 1991; Taylor, 1980), or, as sometimescalled, the computer as workhorse.
Integrative approaches to CALL are based on two important technologicaldevelopments of the last decade--multimedia computers and the Internet.Multimedia technology--exemplified today by the CD-ROM-- allows a varietyof media (text, graphics, sound, animation, and video) to be accessed ona single machine.
Multimedia technology as it currently exists thus only partiallycontributes to integrative CALL. Using multimedia may involve an integrationof skills (e.g., listening with reading), but it too seldom involves amore important type of integration--integrating meaningful and authenticcommunication into all aspects of the language learning curriculum. Fortunately,though, another technological breakthrough is helping make that possible--electroniccommunication and the Internet.
Steps toward Integrative CALL: The Internet
For the first time, language learners can communicatedirectly, inexpensively, and conveniently with other learners or speakersof the target language 24 hours a day, from school, work, or home. Thiscommunication can be asynchronous (not simultaneous) through tools suchas electronic mail (e-mail), which allows each participant to compose messagesat their time and pace, or in can be synchronous (synchronous, "real time"),using programs such as MOOs, which allow people all around the world tohave a simultaneous conversation by typing at their keyboards. It alsoallows not only one-to-one communication, but also one-to-many, allowinga teacher or student to share a message with a small group, the whole class,a partner class, or an international discussion list of hundreds or thousandsof people.
* E-mail communication. The Bulgarian students correspond bye-mail with an American class of TESOL graduate students to explore indetail the nuances of American culture which are expressed in the stories,and also to ask questions about idioms, vocabulary, and grammar. The Americanstudents, who are training to be teachers, benefit from the concrete experienceof handling students' linguistic and cultural questions .
* Concordancing. The Bulgarian students further test outtheir hypotheses regarding the lexical and grammatical meanings of expressionsthey find in the stories by using concordancing software to search forother uses of these expressions in a variety of English language corporastored on CD-ROM.
* Audio tape. Selected scenes from the stories--dialogues,monologues, and descriptions--were recorded by the American students andprovide both listening practice (inside and outside of class) and alsoadditional background materials to help the Bulgarians construct theirinterpretation of the stories.
*Please write down the classification of the use of computer technologies in language learning and teaching : a metaphorical approach by Warschauer.
Grammar-
CALL Programs designed for teaching grammar include drill and practiceon a single topic (Irregular Verbs, Definite and Indefinite Articles),drills on a variety of topics.
Listening
This category includes programs which are specifically designed to promotesecond-language listening (Listen!), multi-skill drill and practiceprograms (TOEFL Mastery)
Pronunciation
Pronunciation programs (Sounds American, Conversations) generallyallow students to record and playback their own voice and compare it toa model. Several comprehensive multimedia programs (Firsthand Access,TheLost Secret) include similar features.
Reading
This category includes reading programs designed for ESL learners (ReadingAdventure 1 - ESL) and tutorials designed for children or the generalpublic
Text Reconstruction
Text reconstruction programs allow students to manipulate letters, words,sentences, or paragraphs in order to put texts together.
Vocabulary
This category includes drill and practice programs (Synonyms), multimediatutorials (English Vocabulary), and games (Hangman,Scrabble).
Writing
Most software for supporting writing falls under the Computer as Tool category(see below).
Comprehensive
A number of comprehensive multimedia programs are designed to teach ESLstudents a variety of skills.
2.Visit Warschauer's homepage for his contributions to CALL.
3.On page 18, the author mentions the use of online chat in a NASA space project to enhance communication skills. Please visit http://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html and outline the possibilities of using technology to promote collaborative learning and developing communities of learners.
ANS: Behavioristic CALL, communicative CALL, and integrativeCALL
What role do computers play in each phrase?
ANS:
Behavioristic CALL
A. Repeated exposure to the same material is beneficial or evenessential to learning
B. A computer is ideal for carrying out repeated drills, sincethe machine does not get bored with presenting the same material and sinceit can provide immediate non-judgmental feedback
C. A computer can present such material on an individualized basis,allowing students to proceed at their own pace and freeing up class timefor other activities
Communicative CALL
A. Computer as tutor model. But--incontrast to the drill and practice programs--the process of finding theright answer involves a fair amount of student choice, control, and interaction.
B. In addition to computer as tutor, another CALL model used forcommunicative activities involves the computer as stimulus (Taylor& Perez, 1989, p. 63). In this case, the purpose of the CALL activityis not so much to have students discover the right answer, but rather tostimulate students' discussion, writing, or critical thinking.
C. The third model of computers in communicative CALL involves thecomputeras tool (Brierley & Kemble, 1991; Taylor, 1980), or, as sometimescalled, the computer as workhorse.
Steps toward Integrative CALL: Multimedia
Integrative approaches to CALL are based on two important technologicaldevelopments of the last decade--multimedia computers and the Internet.Multimedia technology--exemplified today by the CD-ROM-- allows a varietyof media (text, graphics, sound, animation, and video) to be accessed ona single machine.
Multimedia technology as it currently exists thus only partiallycontributes to integrative CALL. Using multimedia may involve an integrationof skills (e.g., listening with reading), but it too seldom involves amore important type of integration--integrating meaningful and authenticcommunication into all aspects of the language learning curriculum. Fortunately,though, another technological breakthrough is helping make that possible--electroniccommunication and the Internet.
Steps toward Integrative CALL: The Internet
For the first time, language learners can communicatedirectly, inexpensively, and conveniently with other learners or speakersof the target language 24 hours a day, from school, work, or home. Thiscommunication can be asynchronous (not simultaneous) through tools suchas electronic mail (e-mail), which allows each participant to compose messagesat their time and pace, or in can be synchronous (synchronous, "real time"),using programs such as MOOs, which allow people all around the world tohave a simultaneous conversation by typing at their keyboards. It alsoallows not only one-to-one communication, but also one-to-many, allowinga teacher or student to share a message with a small group, the whole class,a partner class, or an international discussion list of hundreds or thousandsof people.
* E-mail communication. The Bulgarian students correspond bye-mail with an American class of TESOL graduate students to explore indetail the nuances of American culture which are expressed in the stories,and also to ask questions about idioms, vocabulary, and grammar. The Americanstudents, who are training to be teachers, benefit from the concrete experienceof handling students' linguistic and cultural questions .
* Concordancing. The Bulgarian students further test outtheir hypotheses regarding the lexical and grammatical meanings of expressionsthey find in the stories by using concordancing software to search forother uses of these expressions in a variety of English language corporastored on CD-ROM.
* Audio tape. Selected scenes from the stories--dialogues,monologues, and descriptions--were recorded by the American students andprovide both listening practice (inside and outside of class) and alsoadditional background materials to help the Bulgarians construct theirinterpretation of the stories.
*Please write down the classification of the use of computer technologies in language learning and teaching : a metaphorical approach by Warschauer.
Grammar-
CALL Programs designed for teaching grammar include drill and practiceon a single topic (Irregular Verbs, Definite and Indefinite Articles),drills on a variety of topics.
Listening
This category includes programs which are specifically designed to promotesecond-language listening (Listen!), multi-skill drill and practiceprograms (TOEFL Mastery)
Pronunciation
Pronunciation programs (Sounds American, Conversations) generallyallow students to record and playback their own voice and compare it toa model. Several comprehensive multimedia programs (Firsthand Access,TheLost Secret) include similar features.
Reading
This category includes reading programs designed for ESL learners (ReadingAdventure 1 - ESL) and tutorials designed for children or the generalpublic
Text Reconstruction
Text reconstruction programs allow students to manipulate letters, words,sentences, or paragraphs in order to put texts together.
Vocabulary
This category includes drill and practice programs (Synonyms), multimediatutorials (English Vocabulary), and games (Hangman,Scrabble).
Writing
Most software for supporting writing falls under the Computer as Tool category(see below).
Comprehensive
A number of comprehensive multimedia programs are designed to teach ESLstudents a variety of skills.
2.Visit Warschauer's homepage for his contributions to CALL.
3.On page 18, the author mentions the use of online chat in a NASA space project to enhance communication skills. Please visit http://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html and outline the possibilities of using technology to promote collaborative learning and developing communities of learners.
2008年3月5日 星期三
My second class2
This is my second class, teacher told us how to teach English from webs.
Frist, if we are teachers, We can search the informations for webs,
or student also could do that, students can get many informations for these webs.
So if you ask students a question , students can research for internet,
and get the answer.
It is different between the traditional thinking,
isn't only textbook can give you knowledge!
Internet is a another way to get it!
2008年3月4日 星期二
INTRODUCTION~~~
GOOGLE search!
Question: What is kimono?
The kimono from where?
Keyword: kimono
Search Engine: googl Wikipedia
Answer:
1.The kimono (着物, kimono? literally "something worn")[1] is the national costume of Japan.
2.Originally the word "kimono" referred to all types of clothing, but it has come to denote a particular type of traditional full-length garment.
From:http://en.wikipedia.org/wiki/Kimono
Question: What is kimono?
The kimono from where?
Keyword: kimono
Search Engine: googl Wikipedia
Answer:
1.The kimono (着物, kimono? literally "something worn")[1] is the national costume of Japan.
2.Originally the word "kimono" referred to all types of clothing, but it has come to denote a particular type of traditional full-length garment.
From:http://en.wikipedia.org/wiki/Kimono
2008年2月26日 星期二
My frist class...
Today is 27 Feb,2008.
I use computer everyday.
But this is My first time try to write my darily in ENGLISH (blog's).
I like use computer to learn English or any other langtuages.
Because I usually browse different webs form other country.
Internet can give me many informations.
I can seacher for the GOOGLE or YAHOO, and got a lot of informations for this web.
So I hope I could learn more things form webs.
I use computer everyday.
But this is My first time try to write my darily in ENGLISH (blog's).
I like use computer to learn English or any other langtuages.
Because I usually browse different webs form other country.
Internet can give me many informations.
I can seacher for the GOOGLE or YAHOO, and got a lot of informations for this web.
So I hope I could learn more things form webs.
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