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September 2004, Week 4

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From:
LLTI-Editor <[log in to unmask]>
Reply To:
Language Learning and Technology International Information Forum <[log in to unmask]>
Date:
Tue, 28 Sep 2004 16:17:45 EDT
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--- Forwarded Message from Deanne Cobb <[log in to unmask]> ---

>From: Deanne Cobb <[log in to unmask]>
>Sender: [log in to unmask]
>Date: Tue, 28 Sep 2004 09:22:36 -0600
>To: Language Learning and Technology International Information Forum
<[log in to unmask]>
>Subject: Re: #7633.4 High School Labs (!)
>In-Reply-To: <[log in to unmask]>
>References: <[log in to unmask]>
>Disposition-Notification-To: Deanne Cobb <[log in to unmask]>
>Return-Receipt-To: Deanne Cobb <[log in to unmask]>
>Priority: HIGH

Dr. Charters,
I wanted to add my support for the arguments that you have made here.  We have
very similar qualitative results here from our use of language lab
pairing/telephone.  In fact, one of our instructors has had so much positive
feedback from students and so much evidence of improvement in speaking skills
that she not only does pairing activities in the one hour of designated lab time
per week, but also books the lab for one hour of her class time per week
specifically so that she can do pairing activities.

In addition, since we are at a University which is experiencing classroom
shortages and increased class sizes, there is an additional reason why a lab
environment is more conducive to pairing: classroom assignment is not always
optimal.  Sometimes it is impossible for an instructor to move around the room
to listen to or talk to students because of cramped conditions.

It is also worth noting that it depends upon what one sees for the use of a lab.
 I know that at many institutions, the lab is a drop-in study centre and
students visit primarily to work on their own.  At our own institution, the lab
hour is a scheduled lab hour with a TA and is expected to be an interactive hour
with a set assignment and materials.  We minimize the number of drill exercises,
and encourage much more learner-centred activities which include pairing, and
compositions. To this end, we believe that we are optimizing students'
learning. At the same time, there is a mixture of three to four classes in the
lab at the same time with one TA.  Each class is working on a separate
assignment.  With pairing through a turn-key lab, students can work on their own
class' assignment with the assistance of the TA seamlessly with one another, and
the TA can effectively work with each class group from a single location.

That's my two (and a half) cents.

Deanne Cobb
University of Regina


On Thu, 23 Sep 2004 13:22:28 EDT LLTI-Editor <[log in to unmask]> wrote:

> --- Forwarded Message from Duncan Charters <[log in to unmask]> ---
>
> >In-Reply-To: <[log in to unmask]>
> >Date: Wed, 22 Sep 2004 22:25:30 -0500
> >To: Language Learning and Technology International Information Forum
> <[log in to unmask]>
> >From: Duncan Charters <[log in to unmask]>
> >Subject: Re: #7633.2 High School Labs (!)
>
> >I'm curious why you want the computers to
> >facilitate this rather demanding technical task over simply having
> >students speak face-to-face? Are you pairing students up over a
> >distance, such as between different schools? If not, what do the
> >computers add to this activity that is not present in simply pairing
> >students up face-to-face?
> >
> >-John
> >___________________________________________
> >John de Szendeffy
>
> I regularly pair students up in the classroom for conversation practice,
> but noticed that they are much more excited about it when we do this in the
> lab.  So I asked colleagues who got the same reaction, observed what was
> happening, and surveyed the students.  There certainly seems to be enough
> reason to try to incorporate this feature in any new lab arrangement, for
> at least the following "top 10" reasons (a few may not apply in every lab
> situation):
>
> 1. It's different, a change in the typical class pace and routine.
> 2. A lot of face-to-face communication is non-verbal.  When practicing
> language in a lab situation, you can focus on the verbal task without other
> distractions.
> 3. Students tend to stay on task more rather than lapsing into English or
> kidding with their friends when the teacher is not right next to them.
> 4. The teacher can monitor them any time without their knowing, and
> intervene and correct without other students being aware or being disturbed
> by that. The teacher can spend more time with those in need without others
> noticing.
> 5. Students seem much less intimidated knowing that other people are not
> watching them, or eavesdropping and hearing their mistakes, so they tend to
> speak more freely. Students (especially middle-high school) can be very
> conscious of how they look and sound to their peers in a group.
> 6. It's fun not knowing who your new partner is, so practice of greeting
> questions happens naturally where it wouldn't make sense in face-to-face
> class work. It keeps interest and anticipation high.
> 7. The constant "buzz" of everyone talking in a class situation makes it
> harder for students to focus on what their partner is saying and understand
> it, especially when they are struggling to express themselves and respond
> to questions and statements. There is little such distraction with
> headsets, even less where there is some isolation between positions.
> 8. By switching pairs, all students can talk to all other students in the
> class without constantly moving themselves or their chairs around. They
> stay in touch with everyone in the class and can get information quickly
> from each one if doing a survey or checking on others' reactions.
> 9. One of the most challenging tasks in a foreign country is communicating
> on the phone when one has had practice only with face-to-face
> communication.  Students who have practiced this a lot in the lab find that
> situation more natural and familiar.
> 10. With the newer full-feature labs that have "telephone dialing"
> capability, the teacher can allow students to take control of their own
> communication when appropriate, so practice can become less
> teacher-directed when students have shown they have learned the material.
> Free (or freer) conversation can follow guided practice seamlessly with one
> quick announcement to all of the change.
>
>
>
>
> Dr. Duncan Charters
> Professor, Language Department
> Principia College, Elsah, IL 62028-9799
> Telephone: (618) 374-5252    Fax: (618) 374-5465
> E-mail: <[log in to unmask]>


Deanne Cobb
Language Lab Manager
Language Resource Centre
University of Regina

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