ASSIGNMENTS

Question A : Summarize  ONE  research article.  The focus of the study in the article is on the use of computer technology   in teaching or learning language

 

Is Computer-Based Grammar Instruction as Effective as Teacher directed Grammar Instruction for Teaching L2 Structures?

By: Joyce Nutta, University of South Florida

       This study is about the method of instruction in teaching L2 structures whether it used teacher-based direction or computer-based instruction. Basically, this study examined whether computer-based grammar instruction is as affective as teacher-directed grammar instruction for postsecondary student at multiple levels of proficiency in an intensive ESL programmes and try to find any differences in the acquisition of specific grammar point for students taught in both methods. The main question focused in the study is on whether technology should attempt to emulate the characteristics of a communicative classroom, engaging students in real and meaningful communication, or provide the types of tutorials and drills that tend to be de-emphasized in current teaching practice.

       The researcher is randomly divided the 59 participants into two groups to be tested using teacher-based method or computer-based method and is examined based on two different level of proficiency to increase the ability to generalize the results. For teacher-based instruction, the students were taught using Focus on Grammar(1994) textbook while computer-based instruction were using ELLIS Middle Mastery (1996) and ELLIS Senior Mastery (1996). After five times of learning sessions, all participants were tested by using, multiple choice questions, fill in the blank questions and open-ended test. Besides that, the interviews had been conducted for computer-based instruction’s participants. 

       The result showed that computer-based grammar instruction is at least as effective as an in some cases more effective than teacher directed grammar instruction. The interviews finally resulted with most of the Asean students preferred to practice computer-based instruction where by students of the Latin native speaker more interested in human interaction which preferred applied teacher-based instruction method.

       J. Nutta in the study particularly reviewed some other researches which agreed that the development of computers programmes leads to the more meaningful communication (Garrett, 1991; Underwood, 1993; Quinn, 1990; Lavine, 1992). Besides, many other studies look at the roles of CALL in a positive ways which computers programmes provided instruction that not taught in the classroom(Soo & Ngeow, 1996) and prepared some tutorial and additional skills about the subjects (Gilby, 1996; Hoffman, 1996). While, numerous studies examined that non-computer based instruction are more effective (Adair-Hauck & Donato, 1994; Fotos, 1994:Scott & Randall, 1992)

       This study in a view gives an implication to the language learning that applying the used of computer assisted language learning (CALL) in the teaching method is actually effective and more interesting. It is not suggested that teacher-based instruction in learning process should be abandoned but these both methods supposedly complement each other because computers programmes can served many types of exercises, tutorials and useful examples and models while teachers can explained about a subject taught more efficiently.

Reference: 

Nutta, J. (2000). Is Computer-Based Grammar Instruction as Effective as Teacher-Directed Grammar Instruction for Teaching L2 Structures?.Calico Journal (16) p. 49-62

Question B : Relate the study to the various aspects of the history of CALL

In the last couple of decades, compute technology has expanded enormously and has become part of our daily lives. Many of us use computers at work, school and even at home. We are at the point where we cannot return to our old lifestyles because we have accustomed ourselves to an easier way of life through computers. The computer now becomes the vehicle as a tool for interactive communication. And it is one of the most important things in any education environment. Lately, Joyce Nutta (2000) in her research paper “Is Computer-Based Grammar Instruction as Effective as Teacher- Directed Grammar Instruction for Teaching L2 Structures?” studied the role of computer in delivering a lesson about the grammar in second language and found out that computers played a main role in delivering the idea and students who has been taught by lecturers using computers understood and scored better than the direct instruction. On the other hand, Computers are in nearly every classroom across the world. There are some classrooms that still don't have computers, but thanks to programs to help boost the number, more and more classroom are getting the advantage of having computers in the schools. There are pros and cons to having computers in the classroom though. Learning Technology- Our children have to learn about the technology that they will be working with when they grow up. The sooner they learn how to use it, the more they will know about it when the time comes. This is the number one reason why computers are important in the classroom. It gives all kids a chance to learn about it, not just those who can afford to have one in their homes. Knowledge Availability- When there are computers in the classroom, there is also more knowledge. If the computers are on the internet, kids have an easier time finding the information they need to get good grades. They can look things up quickly and efficiently right from the classroom. They don't have to spend as much time to find good information on any subject area. Neatness Counts- Teachers through the centuries have always said that neatness does count. Computers in the classroom make this much easier. Typing something on the computer and then printing it out will always be much neater than even the best of handwriting. It is clear, unlike some writing. That makes it much easier for the teacher to understand. On the other hand, we have some cons that might affect the quality of teaching and also the existence of the computer in a class room, Playing- Kids who are on computers at school will often play games or do things on the internet that they aren't supposed to be doing. Although the computers are monitored well, they still find a way. This is a great way for kids to waste precious learning time. With all good things, there are bad things to accompany. Libraries- The art of learning how to use a library suffers when there are computers in the classroom. The use of libraries is still an important skill to learn. Libraries offer things that computers can't. It is important that kids learn what the library has to offer them and how to use it to their advantage. Cheating- Cheating can be done much easier when there are computers in the classroom. This is especially true if the computers are online. The kids can use Google for the answers or even ask a friend through email or chat. Having computers in the classroom can actually promote cheating. Everything has its advantages and disadvantages. The pros to having computers in the classroom far outweigh the cons. Kids have to learn about computers because it is their world now and will be when they graduate. The ability to learn how to use computers should not be limited to those who have enough money in their bank account to have a computer.

Formality and Informality of Language Used in Bulletin Board

Introduction

Previous time, we used letters in communicating with other people who live far away from us. Sometimes, we used a letter as a medium for us to ask forgiveness from people who we feel ashamed to face it. But, nowadays, we do not need to write a letter already. We can replace it with using The Computer Mediated Communication (CMC).

Regarding to the matters, this research is developed to examine the use of speech act in Computer Mediated Communication and the formality of language that the user used while they are communicating through CMC

Research Questions

       Language users usually differentiate the way they used the language whether it should be formally used or informally used. So, its come to the question that how the viewer or commentator of the bulletin board used their language whether that maintain the its formality or not. Besides that, the used of certain jargon by the commentator in the bulletin board conversation also being analyzing the corpus to how the way they use it.

Literature Review

Online communities have been a research concern in disciplines other than linguistics, for example, sociology and social psychology. In these fields interactional behaviour is the focus; not much attention has been paid to linguistic behaviour. Linguistic characteristics of online communities can shed light on aspects of such communities that studies in other disciplines may not have discussed. This study analyses interactions in online communities from linguistic perspectives whether the language that had been used is formal or informal and either the user use direct speech act or indirect speech act in their online communication basis.

Firstly, let us clarify how behaviours indicating a sense of community can be identified from a message. First, "identity" can be shown in the domain of structure, which includes "jargon, reference to group, and in-group/out-group language" (Herring, 2004). Behaviours involving jargon or group-specific language can realize identity in that they distinguish a particular group from other groups. Such language use is rarely observed outside of the community and may not be understood by non-members. Second, the "sociability" criterion can be directly linked to social behaviour. Its realization in online communities can take, for example, the form of frequent and reciprocal postings, and it can be researched through interactions showing reciprocity and exchange of knowledge. Finally, "support" can be analyzed through types of behaviour similar to "sociability," since supporting someone presupposes companionship. Those who provide, rather than receive, support may also feel a sense of satisfaction in providing what other members need, which contributes further to the establishment and maintenance of successful online community (Herring, 2004).

Since BBS provides people with an excellent opportunity for real, natural communication that may lie somewhere between the formality of traditional writing and the spontaneity of speech, the specific linguistic features of BBS have already aroused many linguists’ interest (Wang, 2003).

In discussions of English language study, participants in both communities share clear goals. Interactional behaviours show correspondingly similar activities, such as thanking, recounting personal experiences, and expressing admiration and encouragement. However, the language used in Channel 2 is lacking in politeness features and uses much jargon. In contrast, the language in Yahoo is polite even though, the language is informal, with very few community-specific linguistic features. For the film topic, encouragement was not overtly observed. However, participants engage in similar cooperative activities in the two BBS contexts, such as sharing information. They just do so using totally different linguistic styles (Nishimua, 2008).

Data Analysis

       The corpus that had being analyzed is from http://www.fleamarketmusic.com/bulletin/ and we select a few latest comments. What had been found is that, most of the comments are still maintaining its formality but slightly with little informality. It shown by most of the comments are lengthy and being separated into paragraphs. Besides that, the used of short forms in expressing their thoughts are really minor in numbers.

      But they do have sense of informality which certain comments being wrote with many full stop at the end of the sentence. Even, the commentator do included or wrote certain word in capital letter to show some stressing on that word. Sometimes, the used of emoticon also had been implemented at some comments. They do insert some smiley at the end of the comments to represents their feelings. The used of hedges in front of the sentences also being detected with some informal words like ‘umm’ and ‘moms and pops’ for ‘mama and papa’.\

Conclusion

       So, it can say that, in the conversation like in bulletin board where the viewer may be man and women who already matured and seniors. The words bulletin itself already shows it own formality. So the, viewers try not to being too informal and the conversations also is about a serious matters then the language probably follows the environment. So, after read trough the comments from the corpus, its found out that the ideas and comments from the viewers may relevance and beneficial to others. They are not just no points comments. 

References

Herring, S. C. (2004). Computer-mediated discourse analysis: An approach to researching online communities. In S. A. Barab, R. Kling, & J. H. Gray (Eds.), Designing for virtual communities in the service of learning (pp. 338-376). Cambridge & New York: Cambridge University Press.

Nishimura, Y. K. (2008). Japanese BBS websites as online communities: (Im)politeness perspectives. Language@Internet, 5, article 3

Wang, Y. F. (2003). Thinking as saying: shuo (‘say’) in Taiwan Mandarin conversation and BBS talk. Taiwan: English Department of Province University.

COMPUTATIONAL STYLISTICS