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Sunday, 11 May 2014
#2: Welcome, Language Enthusiasts!
Welcome Language Enthusiasts
Hello!
This is our mini blog project on our language learning experience.
We will be sharing some information to aid your study on Linguistic for Literature.
Here you will be served with helpful delicacies to satisfy your hunger for language.
Let's start!
#3: The Blog
Assalamualaikum w.b.t
Hello everyone! Here are a few things that you need to know about this blog before you proceed further:
1. This is a blog project created as one of the assessment for ENGL 4740 Computer Application in Language Studies Course in IIUM. Our lecturer for the subject, Dr. Rozina Abdul Ghani believe that this project will be a good experience for us to see how the course can be applied in real life.
2. Each group is assigned with their respective Linguistic Course previously learned during our undergraduate studies. Our group theme is Linguistics for Students of Literature. A course that induce Linguistic approach in understanding Literature.
3. Our blog will be used as multipurpose platform for us to engage with readers in enhancing their understanding of Linguistic for Literature Students subject as well as our haven to share our thoughts and insights on the lesson and assignment that we will be doing througout the course. We will also share our assignment and slides here for the benefits of the readers, InshaAllah.
4. As you can see above, there are several navigation bars to make it easier for you to browse through the blog. You can either choose to read manually by reading through the older entries or you can just click on one of the tab menus and choose any of the icons that will lead you to a specific entry.
5. If you have any suggestions and commentaries, you can write it down on the comment box or you can just email to one of the blog author. (Click About Us)
Hope this blog will give some benefits to you. Have a pleasant reading experience!
Now let's explore the wonders of language shall we?
#6: Author's Profile 1 - Atikah Hanafi
Assalamualaikum.
Nur Atikah Hanafi comes from Kuala Lumpur and grow up with a household full of boys. She is very passionate in Malay poetry, theatre, and football. She aspire to become a woman of influence by inspiring people with both her written and spoken words. One day, she hope she will be able to travel around the world backpacking, discovering the intricacies of life, people and culture and return home to share her adventures to others.
#7: Author's Profile 2 - Fatin Nabila
Assalamualaikum wbt. Hi. Hello! My name is Fatin Nor Nabila Bt Paiman. i am 23 years old. Lives in Senawang, Negeri Sembilan. This is my final year and insyaAllah will be graduating soon. i am studying English Language and Literature, majoring in both Literature and Linguistics, minoring in Islamic Revealed Knowledge. I like to read whenever i have my free time.
#8: Author's Profile 3 - Lina Syazana
Passionate about books and music. A little socially awkward and believes that there's nothing wrong with that. Prefers to write rather than talk since writing gives time to compose ideas and construct sentences. Aspires to become a writer (most probably children's bedtime stories). Welcomes constructive criticisms to improve self. In the long run, Lina dreams of opening an Islamic kindergarten using the American or British education system as one of the guidelines.
#9: Author's Profile 4 - Afifah Naziha
- From Perak
-4th year student
- 24 years old
- majoring in linguistic and literature
- want to be a translator
- love to read comics
#10: LingLit - Introduction
Linguistics for Students of Literature is a course related to the language in literature. This language is not only limited to the textual form, but also includes the verbal and physical forms of language.
Physical forms of language are the things which appeals to the senses such as lighting, sound effects, image shots, and others.
In Linguistics for Students of Literature, we study about a variety of items such as:
- Foregrounding and Interpretation
- Sounds
- Rhyme and Sound Patterning
- Rhythm
- Parallelism and Repetition
- Deviation
- Realism
- Narration in film and prose fiction
- Method of analysis
- Conversation in the novel
- Politeness phenomena
Through this course, we are able to identify what makes an audience feel what they feel when watching a movie or reading a book. The result of watching movies before and after taking this course is different. Most of us agreed that we became more critical when watching a movie and the experience helps to open up our eyes to the things that we used to take for granted, Alhamdulillah.
#11: LingLit - Useful Links
Useful links:
- Foregrounding and Interpretation:
- Politeness and Speech Acts: http://www.di.unito.it/~guido/um-workshop/
#13: Reflection 1 - Previous Courses
Assalamualaikum wbt
From the previous courses that
we have learned in English Language and Literature, there are few
courses that gave us the opportunity to use the computer as a tool for
education. In the subject of Phonetics and Phonology, the lecturer asked
us to search for videos and the IPA chart that would help us on
improving our phonetics skills. There are also exercises that the
lecturer asked us to download from the sites that she linked to us so
that we can have better understanding on what Phonetics and Phonology is
all about. We also did our own research on the sub-topics that we
learned in class. It really did helped us in improving our skills and
understanding.
In Writing class also, we did use the
computer to search for our own topic to write for the research paper. We
use the computer as our medium to find resources from different sites.
We also use the computer to do citations in the correct way and we did
learned a few other citations or bibliographies such as the MLA and
Chicago style of citations. It is such a convenient tool of education in
this class.
In general, there are more courses that
are being offered nowadays required us to use the computer. By using it,
it makes us to do the work much faster and it is much simpler. In this
tech savvy world, computer has become a medium for people to connect
with the virtual world which is more bigger and wider. There are many
things that we could find in this virtual world either good or bad. But
hopefully it is more to good side of it. We can make full use out of it
when it comes to education. Andddd.....BY USING COMPUTER WE ALSO CAN
SAVE THE ENVIRONMENT BY NOT USING TOO MANY PAPER! Hehe.
#14: Lesson 2 - CALL
The first lecture introduces us to the history of Computer Assisted Language Learning (CALL) which occurred in the 1960s, which was when computer began to be used by us. Under CALL, we would explain the three main stages of CALL, as an educational theoretical cycle; they are Behaviourist CALL (Structural), Communicative CALL (Cognitive) and Integrative CALL (Sociocognitive). Our knowledge of computer before we learn this subject, can be identified them as very technical, cyber and high in technology while after we understood the three stages and combine the understanding with its application of CALL, we manage to explain the three approaches of CALL. Below are the elaborations on the three main stages of CALL:
1) Behaviorist CALL
- Computers treated as mechanical tutor
- Emphasized on behaviorist learning model (B.F. Skinner)
Example: To control how people behave, therefore the usage or reward and punishment system. It is believed that people need this kind of environment to create ‘learning’ among people.
- Behaviorist said that in order for learners to learn, we must create the environment to trigger that switch in us. Perhaps, we might be someone passive in class. Due to this reason, that is why the learning techniques suggest that the environment need to be created to trigger the learner’s learning style ( exposing learners to the rules, repeat, memories).
- The role of behaviorist CALL is structural; providing unlimited drill, practice and corrective.
- Emphasize on product; example of learning grammar. At the end of the day it is about acquiring grammar and not about the process it is required
2) Communicative CALL
- - Introduced in the 70s and 80s
- - Computer as pupil (learners are not only interacting with each other, but also with the computer. That is why, computer is the pupil)
- Rejection of behaviorist: people believe that not everything need to be learned by drilling. Therefore, because of this reason, discovery learning came into picture (Communicative CALL)
- Emphasize on discovery learning: in behaviorist Call, people require language by learning the rules, however, in communicative CALL, in order to acquire language, they need to use the language.
3) Intergrative CALL
- Started due to the displeasure with communicative CALL
- Computer is recognized as the tool in interactive proces
- Computer as a tool
- Its role is as sociocognitive where it provide alternative context for social interaction.
#15: Assignment 1 - Lesson Plan
This is our group's Lesson Plan
You can also click on the icon to download the original file via Google Docs
Lesson Plan
Standard/Form
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Primary School Standard 3
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Subject
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English
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Date
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4th March 2014
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Time allocated:
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1 Hour 20 Minutes (2 periods)
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Students’ proficiency level
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Beginner
(20 students, divided by 4 groups = 5 students in each groups)
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Language Skill
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Grammar (Conjunction)
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Theme of discussion
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Hobbies and interests
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General and specific objectives of lesson
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To introduce the students with one of the components in English grammar (ie: Conjunction) using interactive lesson.
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Learning Outcomes
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By the end of the lesson, students should be able to:
1. Name the basic conjunctions.
2. Correctly use the appropriate conjunctions in suitable sentences.
3. Use multiple conjunctions in one sentence.
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Evaluation
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Values
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Teaching aids
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- Youtube video “Conjunction Junction” song from interactive learning software “Schoolhouse Rock”.
- The Turtle Diary
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Materials required for lesson
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Handouts (lyrics for the Conjunction Junction song), A4 sized flash cards, paper and magic pen.
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Procedure
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Method
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Time Allocation
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Induction
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1. The teacher introduces the theme of discussion (i.e. hobbies and interests). Ask the students about their hobbies and interests.
2. The teacher explains that the class for the day will be about conjunctions and reminds the students that the reward system will be based on star points.
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5 minutes
2 minutes
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Lesson
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1. The teacher divides the class into four groups with five members each and asks the students regarding their previous knowledge on conjunction. The teacher distributes handouts for the students to refer to taken from the Turtle Diary website (URL: http://www.turtlediary.com/grade-1-games/ela-games/conjunction.html & http://www.turtlediary.com/print-kids-games/grade-1-games/conjunction.html )
2. The teacher distributes the lyrics for the “Conjunction Junction” song and introduces students to the song.
3. The teacher opens the song on Youtube and plays it on the computer.
4. Teacher ask the students what they can understand about the song. The teacher plays the interactive lesson from the website (URL: http://www.turtlediary.com/grade-2-games/ela-games/conjunction-g2.html ) and later explains the function of conjunctions.
Activity 1 begins: Identifying conjunctions
1. The teacher gives the instructions to the first activity. Students are required to listen to the song again while looking at the lyrics and discuss with their group members to identify the conjunctions in the song. The teacher gives an example before starting the activity.
2. Play the song again while the students listen attentively.
3. In groups, the students will discuss to identify how many conjunctions are found.
4. Discuss the answers and reward each member of the group(s) with star points for the correct answer.
Activity 2 begins: Putting conjunctions in sentences.
1. The teacher opens the The Turtle Diary website on the computer. (URL: http://www.turtlediary.com/grade-1-games/ela-games/conjunction.html )A demonstration is given on how to use the website.
2. Each group is provided with A4 sized flash cards with basic conjunctions written on them.
3. Clear instructions are given. The teacher explains that the students will discuss in groups on the questions and raise the flash card with the correct answer. Give an example to the students.
4. The teacher starts the game. All groups must provide their answer for all questions. The teacher will choose the correct or incorrect answers raised by the groups and show them what happens when the answer given is correct or incorrect (to display the explanation provided by the website).
5. The teacher keeps track of the groups with correct answers and reward them with star points.
Activity 3: Correctly use the appropriate conjunctions in suitable sentences.
1. The teacher opens the Turtle Diary website on the computer. (URL: http://www.turtlediary.com/grade-1-games/ela-games/conjunction.html ) A demonstration is given on how to use the website to the students.
2. Students are asked to listen and watch attentively to the demonstration given by the teacher as they will be given the chances to use the website for Activity 3.
3. Clear instructions are given. The teacher explains that the students will discuss in groups on the questions and raise their hands to answer the question. The students are required to come at the front to click on the correct answer provided in the website. An example is given to the students.
4. The teacher starts the game. All groups must provide their answer for all questions. The teacher will choose the fastest group who raises their hands first.
5. The group will choose one representative in their group to come out front to click the answer either its right or wrong. The teacher then will show the class what happens when the answer given is correct or incorrect (to display the explanation provided by the website).
6. The teacher keeps track of the groups with correct answers and reward them with star points.
7. The teacher then distribute a piece of paper and a pen to each student.
8. The teacher asks the students to create five sentences (individually) with more than one conjunctions in one sentence according to the theme of discussion (i.e. hobbies and interests). The students are required to write their answers in the paper distributed previously.
Activity 4: Combining sentences with conjunctions.
1. The teacher opens the Turtle Diary Website on the computer. (URL: http://www.turtlediary.com/grade-2-games/ela-games/conjunction-g2.html ) A demonstration is given on how to use the website.
2. The students are required to match the correct sentences to form a complete meaningful sentences. The answer must be written in the paper given before. This activity will be conducted individually.
3. Provide star points for the students with correct answers.
4. The teacher asks the students to individually create four simple clauses related to the theme of discussion and combine them into two sentences using a conjunction each. The students are required to write the answers in the distributed paper and submit it at the end of class.
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3 minutes
2 minutes
3 minutes
5 minutes
3 minutes
2 minutes
3 minutes
2 minutes
1 minute
1 minute
2 minutes
5 minutes
1 minute
1 minute
3 minutes
2 minutes
2 minutes
7 minutes
2 minutes
1 minute
5 minutes
1 minute
4 minutes
1 minute
5 minutes
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Closure
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3 minutes
2 minutes
3 minutes
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TEACHER’S REFLECTION
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