Добавил:
ivanov666
Опубликованный материал нарушает ваши авторские права? Сообщите нам.
Вуз:
Предмет:
Файл:Современные информационно-коммуникационные технологии в обучении иностранным языкам. Учебно-методическое пособие
.pdf
Приложение
goals (see Figure 1): (1) students needed to understand the general
phonetic terms and use them appropriately; (2) students needed to
understand and be able to describe basic phonetic processes, such as
accommodation, assimilation, elision, etc.; (3) learners needed to improve
their pronunciation and soften their accent by articulating English sounds
correctly and using appropriate intonation patterns (a new learning goal!).
In order to demonstrate these skills, at the end of the course, the students
are asked to write a phonetic test where they match a defi nition with
its term; do a phonetic analysis of an English text where they describe
phonetic processes; and, fi nally, give an oral presentation to the group.
From the very beginning, students choose a topic for their fi nal speech
according to their interests and personal strengths so they could work
towards their goal throughout the entire semester. In the table below, you
can see the difference in learning goals and course assessments between
the traditional and the fl ipped course models.
Traditional Course Flipped Course
Learning Goals Course
1. Students will
understand the general
phonetic terms and use
them appropriately.
2. Students will
understand and be
able to describe basic
phonetic processes,
such as accommodation,
assimilation, elision, etc.
Figure 1. Traditional and Flipped Courses of English Phonetics in Comparison
Assessment
Phonetic test. 1. Students will
Written and
oral analysis
of English
sentences.
Learning Goals Course
understand the general
phonetic terms and use
them appropriately.
2. Students will
understand and be
able to describe basic
phonetic processes,
such as accommodation,
assimilation, elision, etc.
3. Students will improve
their pronunciation and
soften their accent by
articulation English
sounds correctly and using
appropriate intonation
patterns.
Assessment
Phonetic test
(matching).
Written
phonetic
analysis of an
English text.
Final oral
presentation
(topic and text
by choice).
As can be seen, all the major differences in these two courses are
caused by the shift in learning goals because of the change in the
121
Н. В. Горобинская, И. В. Трешина, С. В. Чернышов
СОВРЕМЕННЫЕ ИНФОРМАЦИОННО-КОММУНИКАЦИОННЫЕ ТЕХНОЛОГИИ В ОБУЧЕНИИ ИНОСТРАННЫМ ЯЗЫКАМ
paradigm of learning and instruction (Watson & Reigeluth, 2008). In
the experimental group, the main attention is given to improve students’
pronunciation and soften their accent.
The new course had a clear structure. It started with a fi rst online part
as an introduction into English phonetics (active and passive speech
organs, their functions; English vowel and consonant sounds; English
connected speech, assimilation). It aimed at gradually achieving both
theoretical and practical goals.
Module 0 aimed at introducing the students into the course and
its syllabus with the fully described goals, structure, and the main
requirements. The students fi rst familiarized themselves with that
information and did Test 1 “How Well Do you Know the Course
Syllabus?” to check their level of understanding. In the introductory
module, they also got acquainted with their instructor by sharing some
information about themselves and asking questions. Module 0 was
designed to make the students interested in studying English phonetics
and collect as much data about the learners as possible by asking them
to participate in pre-course surveys and do the pre-course recording.
Modules 1, 2, 3, 4, 5, 7, 8, 9 and 10 have a more or less similar
structure. Every module is introduced by explaining its goals and
providing the learners with the steps to follow to achieve them.
The students usually begin with reading and / or watching the
information about some topic in English phonetics (“The Organs of
Speech and their Functions”, “The General Classifi cation of English
Speech Sounds”, “English Vowel Sounds”, “English Consonant
Sounds”, “Connected English Speech”, “Introduction into English
Intonation”, “Sentence-Stress, Speech-Melody and Rhythm in
English”, “Intonation Contours of Sentences Containing a SingleSense-Group”, “Intonation Contours of Sentences Containing More
than One Sense-Group”), proceed by organizing their new terms in
their glossaries and checking their level of understanding by doing a
test and analyzing their mistakes. Except tests, every module includes
an activity where the learners need to apply the received theoretical
knowledge into practice or do some research and share the results with
the peers. Such collaboration helps to bring up autonomous learners
by involving students in tutoring their peers, thus making them more
122
Приложение
responsible for their fi nal academic results. Each module in the online
course fi nishes with individual practice that requires independent
pronunciation work. Step by step, module after module, the students
improve their fi nal oral presentation by learning fi rst how to articulate
vowel, consonant sounds and their clusters correctly in English, and
fi nally, how to intone English sentences. Every time they practice
specifi c sounds or their clusters from their fi nal oral presentation, they
use specially-designed tables in google docs to organize the words
according to the sound they are working on.
Figure 2. Tables in Google Docs Designed for Students’ Independent Work on their
Final Oral Presentation
This online course lasted six weeks and was followed by
six intensive classes with an instructor in order to reach a better
understanding of these topics. After this half of the course, the
123
Н. В. Горобинская, И. В. Трешина, С. В. Чернышов
СОВРЕМЕННЫЕ ИНФОРМАЦИОННО-КОММУНИКАЦИОННЫЕ ТЕХНОЛОГИИ В ОБУЧЕНИИ ИНОСТРАННЫМ ЯЗЫКАМ
students were asked to write a test and complete their independent
pronunciation practice of English vowels and consonants as well
as submit their fi rst recording of the fi nal oral presentation together
with its written phonetic analysis and refl ection. The steps for the
fi rst installment were the following:
Step 1: Choose two words to illustrate each sound from the table
“Words from the Final Oral Presentation” and transcribe them using an
English-English dictionary.
Step 2: Before recording, analyze the articulation of every word
according to the following guidelines: a) underline the stressed syllable
in each word; b) identify if it is followed by a voiced or voiceless
consonant sound; c) circle aspirated plosives; d) transcribe all the main
endings – ed [ɪd], [t], [d] and –s/es [ɪz], [z], [s]; e) underline twice all the
nasal sonorants; f) identify the variant of [l] – dark or light; g) practice
these words on your own for several minutes. Here is an example of the
written analysis:
Figure 3. Example of Written Phonetic Analysis
Step 3: When you are sure about your articulation, please record
your pronunciation of the words.
Step 4: Take a photo of the written analysis of every word from your
fi nal oral presentation (see Step 2 above).
Step 5: Write a refl ection paper on your independent pronunciation
practice (see an example).
Step 6: Follow the checklist and upload all the fi les to Moodle.
124
Приложение
Figure 4. Written Phonetic Analysis (Student’s Paper).
In their refl ection papers, the majority of the students noticed that
their “pronunciation has become much clearer” (May 2016). They
‘have learnt important rules of pronunciation and use them in their
speech” (May 2016). They also found that recording practice useful
as they “could listen to themselves and hear how they pronounce
English sounds” (May 2016).
Modules 6 and 11 are designed to prepare the students for their
face-to-face classes with the instructor in spring and winter terms.
There the students familiarize themselves with the classroom
policy, complete a checklist of inter-term assignments and read the
information about additional course materials they need to purchase
or download.
The second half of the course is planned to have the same sequence
fi nished by written and oral tests. In this paper, the emphasis is given
to the results and fi ndings of the fi rst half of the course.
Kanavo’s (Kanavo, 2002) vision of effective online learning
helped us to design a harmonious distance course consisting of
125
Н. В. Горобинская, И. В. Трешина, С. В. Чернышов
СОВРЕМЕННЫЕ ИНФОРМАЦИОННО-КОММУНИКАЦИОННЫЕ ТЕХНОЛОГИИ В ОБУЧЕНИИ ИНОСТРАННЫМ ЯЗЫКАМ
fi ve interconnected blocks present in each Module (a total of six
Modules in the fi rst online part): instructing, informing, checking,
interacting, and managing. One Module (see Figure 2) opened every
weekend and contained clear and short instructions on what to do
and how to do the tasks in this particular unit.
Figure 5. Module Structure
As computer technologies work their way deeper into teaching
and the opportunities for learning are growing exponentially, the
LMS, Moodle, offers all the necessary functions, i.e. test tools, test
result analysis tools, discussion forums, quick messages, audio and
video recordings, tools for creating hypertext, etc. Thus, the newlydesigned course had all necessary resources in different formats,
tests and collaborative activities, as well as tools for interaction and
managing the content. Waltje points out that “flipping works best
if we prepare materials that are engaging and keep students on task
for a long time, thus we need to invest proper care in selecting or
designing our resources” (Waltje, 2014). The table below presents
some typical activities used in the course supported by computer
programs or tools.
126
Приложение
Typical Course Activities
“What lip shapes do these photos demonstrate? What are the
English rounded, spread, and neutral vowels?”
“Match the picture with the name of the speech organ. Draw the
missing organ yourself (the way you imagine it), please. Then
compare it with your partner”.
“Study the table presented on the slide and fi nd the difference
between a vowel and a consonant from the point of view of their
articulation. Discuss your fi ndings with the partner”.
“Using Color Vowel Chart, identify the color of the stressed
In-Class Time
syllable in the word. Try to pronounce this sound using the
information shown in the chart”.
“Listen carefully to the statements in English and answer the
questions. Watch your pronunciation”.
“Please, characterize one monophthong / diphthongoid and one
diphthong according to the given example and do the posting in
the course discussion forum on Moodle. Then, look over how
at least three other students have characterized English vowel
phonemes and answer the following questions in your initial
posting: Is your peer’s characterization correct? If not, please
leave your comments! Could you give more examples of the
words when these vowel phonemes are checked or unchecked”
(Module 3).
“Read and / or watch how to organize your individual
pronunciation practice on improving English vowels &
consonants and start working on your accent” (Module 2).
“Here you can fi nd a wonderful table with English vowel
sounds and their main characteristics. But the diphthongs are
missing in here. Please fi nd the suitable place for the missing
diphthongs by using the information provided and write them in
the right box” (Module 3).
“Before your start this course, please upload your reading of the
poem “The Chaos” (from “Drop Your English Accent” by Dr.
Gerald Nolst). If you think that the poem is too long, you may
record any part you like most of all. The purpose of this activity
Inter-Term Independent Practice
is to help your instructor understand your pronunciation skills
so that she will be able to help you improve and soften your
accent” (Module 0).
“Participate in Online meeting devoted to your Oral and Written
Exam” (Module 11).
“Read and / or watch the information about “The Organs of
Speech and their Functions, organize all the new terms in
your glossary, and do test II “The Organs of Speech and their
Functions” (Module 1).
Computer
Programs / Tools
Power Point
presentations with
visuals, videos,
and audio.
The interactive
color vowel chart.
Audio and Video
Discussion forums
in Moodle
Google Drive
Narrated Power
Point presentation
(Camtasia Studio)
Word documents
with tables and
visuals
Email
Moodle (tests)
Audacity, Moodle
Video
conferencing in
Moodle
Figure 8. Typical Activities Used in the Course and Supported by Computer
Programs or Tools
127
Н. В. Горобинская, И. В. Трешина, С. В. Чернышов
СОВРЕМЕННЫЕ ИНФОРМАЦИОННО-КОММУНИКАЦИОННЫЕ ТЕХНОЛОГИИ В ОБУЧЕНИИ ИНОСТРАННЫМ ЯЗЫКАМ
As can be seen, the course uses computer programs and tools to fulfi ll
some teaching roles, such as control, check, organization, guidance,
presentation, etc. in order to meet the needs of heterogeneous distant
learners and provide each student with individual attention and regular
feedback on the pronunciation progress.
A new portion of the material was given both in text and video format
to make learning more engaging. As “learners may not fall exactly into any
one category of learning style” (Spratt, Pulverness, Williams, 2011, p.72),
they were given “a more personalized choice in how to take in information”
(Enfi eld, 2013, p. 27): visual, auditory, kinesthetic (by asking the students
to take notes and organize a glossary), group, individual, analytic, and
autonomous. Some students wrote in their mid-course survey that “it was
very important for them that there was a possibility to compare video with
the information in the textbook as it was necessary not only to listen to the
lecture, but also read it” (May 2016). A video lecture was approximately 15
minutes, as 20 minutes were reported to be long in Jacob Enfi eld’s research
(Enfi eld, 2013). The results of the survey showed that, on the scale from 0 to
10, the majority (86.9 %) of the research participants were satisfi ed with the
duration, and only 8.6% thought that it was too short, but 4.3% considered
it too long. As shown in Figure 3, most students found the content to be
very effective (83.3%) or somewhat effective (8.4%). As far as the tests are
concerned, the majority were greatly satisfi ed, but a quarter of the students
(25.9%) found them somewhat effective. Not surprisingly, the top performing
students were more likely to rate the content as very effective whereas some
representatives from the other groups found the content less effective due to a
variety of reasons (“too diffi cult”, “too long”, “not too detailed”).
The Scale from 0 to 10
Very effective (8–10) 83.3% 60.8%
Somewhat effective (4–7) 8.4% 25.9%
Not effective (0–3) 8.3% 13%
Figure 6. The Results of the Survey about the Effectiveness of Tests and Videos in
Video-Lectures
the Online Course
Tests
According to the “less is more” approach allowing learners to focus on
a topic in some depth (Clementi & Terrill, 2013), the course material was
divided into adequate “digestible” parts given on a regular predictable
128
Приложение
basis (once a week) as it takes time to process new information in true
learning. According to the mid-course survey, the amount of information
per Module was adequate (77.2%). Only 4.5% considered it to be too
little, while 18.2% considered it to be too much. In order to give learners
multiple interactive experiences, the students were provided with concept
checks and were given an opportunity to apply their new knowledge in
practice to see how it works. November and Mull (2012) pointed out that
tests with immediate feedback let learners interact with the information
to understand their specifi c weak areas for further improvement. The
average number of questions on a test was 7. The majority of the students
(73.8%) found it adequate, while 21.7% considered it too short, and
4.3% considered it too long. While Jinxiu and Wenyu (2013) fi nd the
self-assessment function benefi cial to learners, it also helps educators to
clarify exiting misconceptions, instead of ineffi ciently re-teaching all the
material including areas where there was no identifi ed confusion. Thus,
following Coursera’s experience of making quick regular wrap-up videos
with the instructor’s feedback shaped by students’ performance after each
unit, we tried to expose the students to multiple learning experiences
within one and the same topic. The primary rational for implementing
quick wrap-ups was to provide the learners with additional support
after they had applied the new knowledge. The survey showed that the
majority of the students (91.4%) found watching these wrap-ups a useful
learning experience. Coursera provides universal access to the world’s
best education and partners with top universities and organizations to
give courses online.
November and Mull (2012) remarked that the really important
component of fl ipping is to develop high-level, engaging tasks and
activities that “serve to deepen thinking and address misconceptions”
(November & Mull, 2012). So the participants were engaged in the
collaborative activities primarily applying the new information into
practice or doing research, besides the concept checks present in every
unit of the online course. Prensky (2012) advocates teaching students to
collaborate in the online environment in order to be ready for today’s
real work and life. Similarly, Leo Vygotsky points out the importance
of social interactions during which our cognitive competences are
developed (Vygotsky, 1978). For such learning cooperation, we have
129
Н. В. Горобинская, И. В. Трешина, С. В. Чернышов
СОВРЕМЕННЫЕ ИНФОРМАЦИОННО-КОММУНИКАЦИОННЫЕ ТЕХНОЛОГИИ В ОБУЧЕНИИ ИНОСТРАННЫМ ЯЗЫКАМ
chosen discussion forums in Moodle where the students uploaded their
work and discussed the work of the others helping them to improve.
In some Modules, they were asked to research on different terms or
defi nitions and post their results online to create a greater understanding
by exploring questions from different perspectives. In all these cases, the
students were supplied with the instructions to search for and analyze
information online instead of giving those answers outright. In this way,
such online activities support the 21
st
Century Skills of students as good
communicators and team members as well as problem-solvers. The
twelve 21st Century Skills refer to the skills students need to be college
and career ready. These are defi ned by ACTFL and the Partnership for
21st Century Skills. http://bit.ly/ACTFLSkillsMap.
Krashen’s well-known Input Hypothesis suggests that learners need
input at a level just above their current one and with a low affective fi lter
they are ready to learn (Krashen, 1991). In the mid-course survey, one of
the students commented, “video-lectures were her favorite because she
felt safe without any other students present and could rewind the video
as many times as possible” (May 2016). As the videos contained a lot
of visuals (schemes, charts, pictures, tables, etc.), “it was possible to
understand the content without even knowing the language really well”
(May 2016). Besides, the majority pointed out the usefulness of subtitles
“that made the material easier to acquire” (May 2016). While the course
primarily aimed at teaching English phonetics and helping the students
to soften their accent in English, it also enabled language acquisition as
it was conducted totally in the target language. It is important to mention
that learner’s linguistic system can be created both in non-conversational
and conversational environments, of course, the latter being predominant.
It means that input can take place while watching, listening and reading,
and output – while simply performing or doing some activity even silently
(VanPatten, 2002). By creating the right conditions (psyche-cognitive,
pedagogical, and linguistic) which can infl uence the whole process of
language acquisition, an instructor can help students increase their overall
language profi ciency in the course of English Phonetics. It can be proven
by the students’ comments that “reading in English became easier for me
and I got the so-called ‘feeling for the language’ (mid-course survey, May
2016).
130
Соседние файлы в предмете [НЕСОРТИРОВАННОЕ]