jueves, 18 de noviembre de 2010

Using chat in language teaching


NAME:    Verónica Quispe

“Using chat in language teaching”
Do you agree or disagree with the following statements? Why?                
a)  With text chat, we need to teach learners to use “text speak”, e.g. L8er for “later”.
I think that  we need to teach our students to use text speak because  it will be more interesting for them and also because they are going to see it  when they chat with other students.
b)   Voice chat is easier to use than text chat.
I agree with it, because sometimes students feel more comfortable using voice chat  because it is easier for them to talk than to type.  especially if they are slower typists.
c)    The teacher requires a lot of technical knowledge to use text or voice chat with learners.
I think that teachers need to have technical knowledge but not a lot, in my opinion it is sufficient to know where and how to type comments in a chat window for text chat, and how to use a microphone and speakers, or a headset, for voice chat.
d)   It ´s a  good idea to teach learners some chat conventions, e.g. how to take turns.
 I agree with it because text chatting, introduces students to some basic conventions for turn-taking. Also, in the voice chat, as learners do not see each other, conventions are worth, especially if we are able  to use webcams with voice chat, it is worth providing your learners with some guidance  on turn- taking, as the video quality on webcams tends to be poor, with jerky images and sometimes a time lag between voice and image. For example, using the term “Over” and “Done” to indicate that you have finished speaking is a simple and effective way to share turns on voice chat, with or without a webcam.
e)   Using chat is best between classes who already meet regularly face- to -face.
I agree with it because the students will feel more comfortable but I consider that it will be more interesting and the students will be more motivated if they communicate with other classes in other part of the world.


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