Week 6

Modal Auxiliary in British English: 

A Corpus-Based Study of Modality Through British National Corpus

⭐Objectives

         BNCweb will e specifically applied through chosen modal verbs in order to:

        1. shed some light on modal verbs of which meanings are difficult to make distinction on theoretical background.

        2. affirm that modalities can be interchangeable due to different contexts, such as gender, type of data, perceived level of difficulty and etc.

⭐Method Three modal verbs ("should", "have to" and "must") will be scrutinized by available functions ("distribution", "collocation" and "concordance") via BNCweb in order to offer empirical information, such as grammatical usage and discursive practice, of modalities in British context. Details of methodology in each function will be subsequently explained in results and discussion section. 

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Week 5

CORPUS

           A corpus is a large collection of texts. It is a body of written and spoker material upon which a linguistic analysis is based.

Sources or specialized texts.

 Printed materials software

 Word document texts

CD-ROMs

Texts on the Web

 Online databases

Getting started with Antconc

     Download the latest version of Antconc and watch YouTube tutorials from 

    http://www.antlab.sci.waseda.ac.ip/antconc_index.html)

1. Run the program.

2. Open Files or Open Dir.

3. Choose the function.

4. Clear All Tools and Files before selecting opening new files.

5. Save Output to Texts File to save output.

💛Analyzing Specialized Corpus.

     1. Terminologies and collocation

     2. Local grammar

         for example: "go" is  used as plural than singular.

                            * 100 use of "go"

                            * 50 use of "goes"

     3. Style

  Such as personification and use of passive structure etc.

     4. Content knowledge

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Week 4

Digital Writing.

💓💓💓💓💓💓💓💓💓

1. What are the problems struggling writers have in writing classes?

      Besides the physical or cognitive problems, many struggling writers have language 

difficulties. 

      Some struggling writers is often less motivated to write and fails to organize their ideas.

      Many struggling writers' primary writing problems involve a lack of confidence in producing text and insecure felling about showing their writing to other, in particular to their peers.    

2. What does "digital writer" refer to?

      Digital writing refer to a standard way of life for young learners within Generation M. 

3. What are the three digital writing tools? Give brief descriptions?
      3.1) Blog
               A blog is a discussion, informational article or personal journal, published on the World Wide Web, which is often frequently updated.
     3.2) Instant Messaging (IM) - MSN, Line, Twitter, Skype, chat-room
               Instant Messaging (IM) is a form of Internet-based, real time text communication between users on the same system. IM allows one-on-one communication, although the users can invite a third or fourth person to join an already active conversation.
     3.3) Social Network Site (SNS)
               A social network site (SNS) is a website or an online service platform in which people share interest, create a public or semi-public profile, and interact with other users.

4. How has digital writing enhanced the teaching of writing?
      It can help fill the gap that traditional classroom teaching has created.
      Instructors can also use digital writing for outside school activities.
      It definitely can raise students' motivation and create another attractive and interactive writing environment.
      It proposes another channel to write English more freely.
      It promotes students to use English communicatively and meaningfully.

       

5. What are the things that you should take into consideration to employ digital writing for teaching academic writing?
       Many English teachers are still concerned that its specific register such as shorthand and emoticons may yield negative impact to many teen users.
       English teachers and scholars are worried that these easy-to-use symbolic abbreviations will likely deconstruct verifiable grammatical rules.

6. Which activity do you like most? Why?
      I like Role Play because students can practice communication skills with other people. It can increase the confidence of the students and it make students more courageous expression.  

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Week 3

Weblongs enhancing EFL students' English language learning

     1. Introdution :

 It is gaining popularity in the educational realm and is extensively used in English language leaning contexts. A Weblog is a free user-friendly technology that is easily created, tailored, used, maintained, and frequently updated.
     2. The study

         2.1. The setting and the participants

 The participants of this research were twenty undergraduate English major female students in the Faculty of Humanities and Social Sciences.After their teaching practicum, they returned to the university to undertake the coursework in the final semester. These students were preparing to become English teachers at a secondary level.

         2.2 Method

 The students read academic texts in class and performed related activities including exercises, summarising, discussion, oral presentation, and paper-based writing. They were required to create individual Blogs using a popular, free and easy-to-use Weblog provider: Blogger. The learner Blog was used in this research in order to develop students’ sense of ownership in using and maintaining their Blogs.

     3.Finding

          3.1. Extent of Knowledge and Experiences with Weblogs

Students memories and experiences, and exchange ideas and opinions. 

         3.2. Potential values of Weblogs

Students viewed Weblogs as a medium of selfexpression online and a tool to enhance English language development. 

         3.3  Student reaction to Weblog use

Students were positive about Weblog use and the course. Without exception, students stated that they liked Weblogs because they believed that they aided them in learning English – developing writing and reading skills. 

         3.4. The Blogs

Students’ Blogs and comments were counted and read

   

     4. Discussion and Conclusion

Blogs are recommended to foster students’ English language development in a genuine learning environment. 

writen by : https://www.sciencedirect.com/science/article/pii/S1877042810001990

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Week 2

Weblogs for Use with ESL Classes

What is a Weblog ?

It is a Web site that consists of a series of entries arranged in reverse chronological order, often updated on frequently with new information about particular topics. The information can be written by the site owner, gleaned from other Web sites or other sources, or contributed by users.

Three Types of Weblogs for Use with ESL Classes

The totor blog

This is a type of weblog that is run by the tutor for the learners. It serves the following purposes:

•    It gives daily reading practice to the learners.
•    It promotes exploration of English websites.
•    It encourages online verbal exchange by use of comment buttons.
•    It provides class or syllabus information.
•    It serves as a resource of links for self-study.             

The leaner blong

There are blogs run by individual learner themselves.learner blogs may be suited for reading and writing classes.learner can be followed by blong postings on the thoughts of each learner or group of leaner.Tutors can even run a mega-blog of select topics of interest gleaned from student blogs so that the broader issues are brought into focus on a single website.

The class Blog

This type of blog is the result of the collaborative effort of an entire class. The following are some possible uses

• In conversation-based classes
• With intermediate and advanced learners
• Class blogs could also be used as a virtual space for an international classroom language exchange.
• For reading and writing classes

writen by : http://www8.ocn.ne.jp/~apc33/

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Week 1

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