Learn to Talk, Talk to Learn Conversational Chinese Online Wuping Lu 05/31/06.
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Transcript of Learn to Talk, Talk to Learn Conversational Chinese Online Wuping Lu 05/31/06.
Learn to Talk, Talk to LearnConversational Chinese Online
Wuping Lu05/31/06
Target Audience
College students at Stanford University enrolled in a two-credit class to learn basic conversational Mandarin
Class twice a week, each 50 minutes, in winter quarter
Learners’ Characteristics Motivated – many are learning Chinese
as an elective fun course Busy – learners can’t fit more class time
in their intensive course schedules Diverse – they come from a variety of
backgrounds and majors Have prior knowledge – all have taken
at least the autumn quarter basic Chinese course or equivalent
Learning Problems at Stanford
Grammar rules and verb conjugations occupy most of class time (50 minute class)
Learning lacks context (real-life situations, for example, buying food at the market or asking someone for directions )
Lacks supportive learning resource outside classroom (e.g., native speakers to practice)
Therefore, at the end of the class, most of students are still not communicative competent
Design of Solution Try to address a local learning problem, but
scalable and generalizable to large similar population.
Focuses on basic conversational Chinese but can be modified for intermediate and advanced Chinese
Not intend to replace classroom rather complement classroom learning
Use how people learn in general and communicative language teaching/learning approach in particular to inform the design of the learning environment
Use Internet and Web 2.0 as platform
Communicative Language Teaching Makes use of communication to teach
languages. Emphasizes real-life situations and
communication in context (Galloway, 1993) CLT also stresses social and situational
contexts of communication. Multimedia is an ideal way to teach
language using CLT as the theory. It allows for realistic simulations of communicative situations.
How People Learn
Learner Centered Knowledge Centered Assessment Centered Community Centered
Online Learning Community/Tool
Students will access an innovative online resource center/community called CrossChina. CrossChina organizes Chinese language resources under one interface such as videos, glossaries, chat tools, games and reading.
Graph designed by Angel
Talk to Learn, Learn to TalkBilingual Wiki
Scenario – Having meals at restaurantLevel 1 Level 2 Level 3
Learning Objectives
Content
Learning Activities
Assessment
English Pinyin Chinese CharacterVideo/Audio
Cultural Related Issues
In USA In China
Grammar Summary
Audio Dictionary
Chatting RoomScenario
Chat with people who are reading this page
Technology should be simple
Technology is a tool to support learning. The students and teachers should not have to invest in learning new tools or IT support. It should incorporate every day tools available on the internet that student’s may already be using.
Anticipated Design Challenges How to provide rich simulated language
application context Native speakers are not necessarily good
language tutors. Therefore, one challenge is how to ensure the real learning can happen even if the native speakers are not pedagogically trained.
The time difference between China and USA, assuming most native speakers are from China.
How native speakers can benefit from the process too.