Creating video for the lesson

PPT with the narration & VOKI

audio_literacy

More PowerPoint presentations from Meryem Polat

The two outstanding experiments which are created so as to indicate the other two ways for language teaching and learning.  These ways definitely serve language learning and also ease the learning process by providing the learners with an opportunity to assess themselves by hearing their voice and developing their listening skills which has a crucial role in language learning. It is more than PPT. I think that it should be certainly included in language learning, in particular, students can be asked to record their voice as an audio journal to reflect what they learnt  after class rather than writing them on a piece of paper. By this way, their pronunciation and accordingly speaking skills would be developed. 

Integrated skills

https://www.edmodo.com/post/184027818

It's an amazing example of using technology in language learning. It provides learners with not only improving listening skills, but also writing skills as they need to write while listening. Moreover, they can also improve their pronunciation skills because they will probably start to sing the song after completing the task. As long as there is an opportunity to connect the internet, it would be the best activity to teach a language by developing the four skills simultaneously.

Vocabulary Profiling

TASK1: Unknown words that we might encounter while reading are the main disturbance in knowing the meaning of content. Actually, it isn't wrong to say that these words can sometimes be the main reason of not getting the meaning. However, if they are being guessed properly, the meaning of the content can be understandable. What if we are not able to guess their meaning, in this case, the content is most probably be misconceived. From this point of view, the conclusion can be drawn is the fact that in order to understand the text clearly, we have to either know the content or guess the unknown words properly form the content. I think there can be a high probability in failing to guess the meaning of unknown words, particularly, in literal text. According to me, the students very often encounter with unknown words as they are reading, but they often deal with them not by guessing, but looking at dictionary. It also happens to me very often, and I chose the latter technique rather than guessing. TASK2: On one aspect, knowing the most commonly used words is a must to teach English well as they allow teachers to speak fluency. If teachers speak fluency, they are able to conduct the lesson mush more understandable as they would express themselves well. However, on the another aspect, teaching something should not depends only on the vocabulary knowledge, there are many important points except knowing many words in teaching language such as knowing teaching strategies, methods,even learners' personalities. I always agree with the natural learning way and disagree with the memorization type of learning. In order to teach vocabulary, it is necessary to provide students with activities in which they have an opportunity to use the words which are taught. As I mentioned above, I strongly believe that learning naturally is more effective than the traditional way which can refers to explicit learning. 21st learners should be encouraged to discover and produce knowledge in order to make the knowledge permanent. Otherwise, they forget easily whatever they learn. Because of the fact that, the knowledge should be taught students implicitly by implementing it with activities, rather than explicitly. We can say that dictionaries help students learn vocabulary to some extend, but they need more. Dictionaries is actually, useful for mere checking the meaning of the words, not for learning the words. Therefore, the word lists may help in learning vocabulary, but provide effectiveness. For instance, if I didn't know the meaning of one word, it doesn't matter how often I look at the dictionaries for it, I would forget it each time. TASK3: It is obviously clear that a native speaker would score better result in such a test. Because he expose to the language much more time than a non-native speaker. Nevertheless, it is also important to note that in order to make good decisions about the usefulness of a word, it is important to know how common the word is used in English. In my opinion, it would be good for teachers to develop their sense of word frequency because it is important in making decision about which vocabulary gets students' attention and suits to their level. As a result of this, the most attention should be given on the words used common in order to develop students' fluency in using languaGE. Using Lextutor's Vocabulary Profiler: TASK1: By identifying the words regarding their functions and by finding the linguistic equivalents of their, we fairly see the vocabulary profile.

''DDL'' Task-3

The use of concordance as a tool in Data-Driven Learning provides students with a great opportunity to look at the word collocations from broader perspective in the text as they are reading it. It allows to find the key-words and their collocations in context. Moreover, it suggests lexicon-grammatical information about those words. It is an amazing tool to explore the collocates of the key words in context, which helps students enhance their understandings and knowledge about key words and also context.

DDL(Data-Driven Learning)

According to Palmer, ''learning is a process of discovery'', which might actually give an explanation of the DDL as it requires constructing knowledge by hypothesizing, experimenting and observing it. Because of the fact that it might not be easy to follow the Data-Driven Learning Principles in face-to-face classroom. The main reason for that there must be provided students with such a learning environment in which they are able to discovery and exploit the knowledge with the exploratory tasks and activities rather than traditional ''drill-kill'' exercises. Therefore, in traditional cl assess, there probably would be such problems that lack of exploratory tools, no internet connection, insufficient technological materials, and so forth. As a result of these, the targeted teaching topic might not be achieved. In the light of the description of the DDL, I think that students should definitely be guided with group work activities as in the constructivism approach. Students should be encouraged to work together and discovery the knowledge in order to deal with the tasks. In my opinion, the usage of the computer and internet is the cornerstone of DDL, as it is based on the exploration and construction of the knowledge. In order to provide students with authentic materials and integrate them into the exploratory tasks and activities, we need to integrate with technology and media as they supply a great variety of materials to enhance learning.

''ASSURE'' model

As I was covering the ASSURE model, I raised such a question on my own that whether this model would indeed be used with all its steps by demonstrating in practice or is it really necessary to embed this model in the lesson plan in order to improve the effectiveness of the lesson? When I thought my past experiences as a student learning English, I don't think that any teachers conducted the language lessons by taking this model into consideration. The reason for this may be the lack of technological instruments in the classroom setting. In other words, ASSURE model is based on the integration technology, so it requires using a variety of technology and media as an instructional material. When I was in the preparatory school, there weren't various types of technological materials. Only CD-player, video and projector were involved in the teaching materials, which I was already familiar with them in high school. Therefore, I was thinking that these are considered as standard materials selected for teaching a foreign language until meeting with Mr. Neufeld in undergraduate program. I had many experiences in using technology and media for the purpose of both teaching and learning English since I have taken the courses from him. As we weren't integrated with the technology and media in preparatory school, at least two steps-setting strategies and utilize technology were missing according to the ASSURE model. If it needs to identify the steps in the ASSURE model, it isn't wrong to say that only three steps were obviously included in the lessons. First, the step ''analyze learners'' was certain as we all had similar proficiency level-upper and ours aim was to achieve proficiency exam rather to acquire the language just because we were trained for this aim. Therefore, the instructor would prepare the classroom activities by paying regard to the aim, our competency, knowledge and skills not to use language skills appropriately, but to teach the language components. Second step ''state standards and objectives'' would be determined and specified, for instance, if the lesson topic was about reading skills, we were expected to able to skimming and scanning to get the main idea from the text. For the third step ''the require learner participation'', just one instructor would provide activities that allow us to practice the new knowledge or skills and to give feedback on our efforts before formally assessed us. The most important conclusion can be drawn from my experiences that if the aim in language learning had been not to achieve the proficiency exam, but to acquire the language, I would most probably have developed all language skills, especially speaking just as the case in high school. In addition, in order to facilitate language learning, it is an indisputable fact that the integration technology and media are an essential part of the language classroom.