Authentic Audience EFL 537

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Authentic AudienceEFL 537

• Submitted by
• Sura Al-Tall
• Susan Hansen
• January 19,2006

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Overview

• Audience, language use, and language learning
  (Sura).
• Classroom Practice An introduction to e-mail and
  WWW projects (Sura).
• Classroom Practice Authentic audience on the
  Internet (Susan).
• The challenge and opportunity of technology An
  interview with Mark Warschauer (Susan).

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Audience, Language Use, and Language Learning.
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Audience and Language Use

• Language scholars consider the notion of audience
  in language use as a central construct.
• The speakers relation to the hearer determine
  the form of language used to convey the message.
• Some of the theories in which the role of
  audience is central are
• Bell (1984) Concept of Audience design.
• Giles speech accommodation theory (Giles
  Smith 1979).

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Audience and language learning

• The role of audience is also an important factor
  in language learning.
• Availability of an authentic audience is
  important for second language learning.
• (Ellis, 1994 Lightbown Spada, 1994), believe
  that interaction is a prerequisite to language
  acquisition.

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Audience in language teaching

• The concept of audience has found its way into
  many approaches in language teaching, such as
• Whole Language.
• Process Writing.
• English for Special Purposes (ESP).

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What is the meaning of authentic audience in
language learning?

• An authentic audience is an audience that is
  concerned exclusively with the meaning of the
  speakers language.

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Authentic Audience and computer-Mediated
communication in ESL

• The size of the audience available to learners
  has increased dramatically.
• The nature of the new audience is hard to judge.
• Electronic audiences are authentic audiences.
• Written and spoken forms of language are
  converging.
• Computer-Mediated Interaction is Intensely
  language based.
• New Conventions are emerging.

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An Introduction to E-Mail and World Wide Web
Projects
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Internet and the WWW

• Internet is a network of computers.
• World Wide Web is the multimedia version of the
  Internet.
• Hard to navigate the Internet without software
  tools (e.g. E-Mail tools and Web Browsing tools).
  
• There are many ways to connect to the Internet
  (e.g. ISP, University, Public Library).

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Why should students use the Internet

• Increases self-esteem by empowering both the
  teacher and the student.
• Accommodates different learning styles and
  empowers learners regardless of physical
  challenges or social and cultural differences
  (Berge Collins, 1995).
• Encourages and motivates students to become
  involved in authentic projects and to write for a
  real audience of their peers instead of merely
  composing for the teacher (Berg Collins, 1995).

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Why should students use the Internet continued

• Promotes critical thinking because students move
  from being passive learners to participants in
  the exchange of knowledge and meaning.
• Allows learners to participate cooperatively in
  the educational process.
• Gives learners enough time and feedback.
• Help learners work in an atmosphere with an ideal
  level of stress and anxiety.

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Electronic Discussion Lists

• Valuable lists for discussing issues, asking
  questions, and giving and receiving information.
  And that is by sending a message to a certain
  address via email, and then everyone on the list
  receives the message (similar to mass mailing) to
  read and respond to (e.g. TESL-L).

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Keypals

• Keypalling is a way of authentic communication
  between groups of different cultures.
• To find keypals join a discussion list, connect
  to other classes or school sites that are willing
  to be keypals.
• E-Mail is used to exchange messages between
  keypals.
• The SL-Lists is an example on a student list that
  specializes in cross-cultural discussion.

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On-Line Projects

• Assign projects to students to complete through
  on-line collaboration with other students.
• Completed projects are placed on the WWW for
  display.
• An example on Online projects Email Projects Home
  Page.

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Authentic Audience on the Internet
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The Learners Role

• Passive
• Receptive
• Active
• Interactive

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The Teachers Role

• Assess the students level and needs
• Assess the students access to technology
• Determine language and course goals

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Mark Warschauers View on Technology

• Personal Background
• Electronic literacies
• Uses of Internet
• Future Uses

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Passive Learner

• Language learners are not engaged they are not
  involved in any language-based, cultural, or
  technological communication
• (e.g. sleeping)

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Receptive Learner

• Language learners function as an authentic
  audience, that is, as receivers (e.g., reading a
  newsgroup posting) or by lurking, that is,
  reading messages but not actively posting on an
  electronic list

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Active Learner

• Language learners address an authentic audience
  (e.g., writing a poem for publication in an
  electronic magazine e-zine)

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Interactive Learner

• Language learners communicate both as and to an
  audience, in whole or in part by means of
  technology (e.g., exchanging e-mail with a keypal
  or taking part in a real-time electronic
  discussion

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Teachers Role Assessing the students level
and needs

• Set expectations relative to students language,
  cultural, and technological experience

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Assess the students access to technology

• Be realistic but creative, and find support

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Determine language and course goals

• Plan how technology will enhance or improve what
  can already be done integrate CALL purposefully
  and meaningfully

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Receptive Activities

• Reading electronic documents online
• Listening online
• Using search engines
• Downloading files
• Lurking on a list or a MOO

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Receptive Examples
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Receptive Examples
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Active Activities

• Producing short writings
• Short answers on electronic quizzes
• Commenting on other students writing
• Playing simulation games on-line
• Telephoning into satellite broadcasts
• Creating a web page

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Active Examples
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Interactive Activities

• Holding asynchronous text-based conversations
• Holding synchronous text-based conversations
• Participating in audio exchanges
• Videoconferencing
• Taking distance-learning courses

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Interactive Examples
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Mark Warschauer

• Vice Chair of Dept. Of Education at UC-Irvine
• Previously taught at
• UC-Berkley
• University of Hawaii
• Moscow Linguistics University
• Charles University

• Researches role of information and communication
  technologies (ICT) in L2 learning and ICTs
  relationship with institutional reform, democracy
  social development

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Electronic Literacies

• The reading, writing, knowledge, skills,
  practices that take place electronically

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Electronic Literacies

• Information Literacy being able to navigate the
  Internet and analyze the information
• Computer-Mediated Communication Literacy using
  the Internet as a information too, e.g., sending
  a proper email
• Multimedia Literacy knowing how to create texts
  on the Internet through media and can also
  interpret the media to create a message

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Uses of Internet in the Classroom

• E-mail at the very least
• Use it for active constructive use, so students
  learn the technology, not just using it passively
• Identify problems with false research info on
  Internet

• Use different registers for different uses
• Translators can be a learning tool!
• Give students structure support, but leave open
  ended for their own creativity motivation

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Future Uses

• Copra use of concordancer to search texts
  speech for grammar, provides real-life examples
• It will be a normal part of life the pens
  paper of tomorrow

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Questions

• Do you feel that interactionism is important for
  SLA?
• Can you think of other examples on email
  projects?
• Is one of these audiences more valuable than
  another? (Passive, Receptive, Active,
  Interactive)
• With interaction over the Internet, a teacher
  cannot always be monitoring each student, for
  example, when making audio exchanges, how can the
  teacher evaluate the student?
• What do you think will be the future of the
  Internet and CALL?

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Sources

• CE Text, Part II, pp.55-97.The Internet, an
  E-Mail Audience, Language Use, and Language
  Learning
• Ackers, W. P. (2002). The challenge and
  opportunity of technology An interview with Mark
  Warschauer. English Teaching Forum, 40(4),1-8