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Main goal of the "Online Components for Intensive Language Learning" (OCILL) Project?  allow students to work at their own pace and with immediate feedback.

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Presentation on theme: "Main goal of the "Online Components for Intensive Language Learning" (OCILL) Project?  allow students to work at their own pace and with immediate feedback."— Presentation transcript:

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2 Main goal of the "Online Components for Intensive Language Learning" (OCILL) Project?  allow students to work at their own pace and with immediate feedback.  provide opportunities for language-learning practice that complement in-class instruction.  contribute to our overall student-centered methodological and philosophical approach.  encourage students learn to take responsibility for their own language learning.  decrease the amount of time required to correct daily homework assignments by at least 50%, enabling instructors to make better use of the curriculum and focus on the activation of materials during class time. = to help UT increase its language teaching and learning capacity through more effective use of time and effort by teachers and students. Auto-correct online exercises and drills

3 Participants in the development of Intensive Turkish OCILL materials  Stimulate interest in the target culture!  Liberal use of photos and videos  Present-day culture-specific scenarios  Humor  Emphasize listening!  Phonetic, semantic and syntactic recognition  Models for communicative function  Recycle!  Old vocabulary/structures in new contexts  Move from successful reception to successful production!  Linked free writing assignments  In-class application Dr. Jeannette Okur and Dr. Duygu-Üslü-Ök, recent graduate of the College of Education’s doctoral program in Foreign Language Education! LAITS Staff (Mike Heidenreich, Jacob Weiss, and Stacy Vlasits)! Texas Language Center: 2013 Summer Grant! Longhorn Innovation Fund for Technology (LIFT) grant program! Turkish-Americans in the Austin community who volunteered their time and voices in the LAITS recording studio! Online methodology for improving Intensive Turkish I (novice-level) students’ communicative and cultural proficiency

4  The “culture-free” alphabet vs. the “culturally relevant alphabet”  Unit 3 ex: Bargaining for strawberries in Çihangir (Istanbul)  https://ocill.herokuapp.c om/drills/374/attempts/n ew https://ocill.herokuapp.c om/drills/374/attempts/n ew

5 TYPES OF NOVICE-LEVEL LISTENING EXERCISES  Listen and Repeat  New Vocabulary: Sentence Dictation (Unit 4)  https://ocill.herokuapp.com/dril ls/389/attempts/new https://ocill.herokuapp.com/dril ls/389/attempts/new  Selective Listening (fill-in- the-blank)  Listening for Important Details or Gist (short answer or chart – Unit 6)  https://ocill.herokuapp.com/dril ls/301/attempts/new https://ocill.herokuapp.com/dril ls/301/attempts/new SKILL FOCUS  Accurate reproduction of phonemes and intonation; audio-memorization  Semantic and syntactical recognition; written reproduction of phonemes, semantic units and communicative utterances  Organization of semantic material; recognition of communicative function; simple text interpretation

6 CONSTANT RECYCLING INCREASES STUDENTS’ EXPOSURE TO L2  Example: Fill-in-the-blank vocabulary review exercise requires students to verbalize the visual input (ie. produce Unit 3-4 vocabulary) related to a Turkish laundry detergent advertisement  https://ocill.herokuapp.com/d rills/434/attempts/new https://ocill.herokuapp.com/d rills/434/attempts/new OMO: KIRLENMEK GÜZEL! (OMO: GETTING DIRTY IS NICE!)

7 IN-CLASS ACTIVATION OF MATERIAL  Focus on speaking & listening in class  Pre-dominant practice form: partner conversation  Frequent partner changing  Missing gap activities  Mixer (Q & A activities)  Student production of dialogs and skits  ayer/app.php?video_path=http%3A%2F%2F media.laits.utexas.edu%3A8080%2Fvideo_pr oduction%2F_working%2F2013_walk- ins%2F _okur%2Fokur_5.mp4&img_path=&caption _path=&method=progressive ayer/app.php?video_path=http%3A%2F%2F media.laits.utexas.edu%3A8080%2Fvideo_pr oduction%2F_working%2F2013_walk- ins%2F _okur%2Fokur_5.mp4&img_path=&caption _path=&method=progressive LINKED WRITING ASSIGNMENTS  Content focused on the student’s world.  Tasks encourage creativity and draw on prior knowledge.  Writing in pairs  Sharing writing done at home in class

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