ABSTRACT

Komhi-Stein,L (2000).Looking to the future of TESOL Teacher Education:Web-Based Bulletin Board Dicussion in a Method Course.California Satate University.
Abstract:
This investigation was inspired by findings arising from the integration of Web-based tools in a TESOL teacher education course.The paper reports the results of an investigation about the use of a CMCtool, a Web-Based BB system, into a course titled Methods of Teching Second Languages.The sample was conformed by twenty students enrolled in Methos of Teaching Second Languages.Thirteen were nonnative English speakers from Armenia, and seven native English speakers.This investigation was focused on two classroom activities: the whole class face to face discussions and the group-led, asynchronous Web-based BB discussions, ranging from 30 minutes to 1 hour length.The results showed that the whole-class face to face discussions included very little interaction among students while the participation of nonnative speakers did not differ significantly from that native speakers, in eather face to face or web-based discussions.The conclusion of this research sheds ligth on how students responded to the use of innovative Web-based techonology, in this case a Web-Based BB system, in a TESOL methods course which it suggest tha it use is and alternative to the pattern of face to face activities.

Language Learning Sumary

I found this article very interesting, because it gives us some cues to make the process of learning a language funy and less strict for students and teachers. Before I wrote the summary I read this article several times in order to recognize the main and support ideas of the topic. Also I organized them in a plan or shame.After this steps, I wrote two or more draws and edited them in order to write the final summary.

SUMMARY

According to this article,games might help learners with the practice and internalization of vocabulary and grammar structures.Also, they could improve the motivation through the competition.Besides that, they give students another important benefit:the acquisition of a language in an unconscious way by paying attention in the activity, not in the idiom itself.This kind of games are simples and usuful to use;mostly for Teachers that want to revise and practice some topics.Therefore, you should include them in your lesson plans as time fillers and as a very actual tool for teaching.Next,we distinguish three groups of games:numbers and letters,word games and speaking ones.The first set is compounded by Bingo, Secrets messages and Prices,and Count again. In this activities, students can practice series of numbers combination,the alphabet,spelling and listening competitions.All this in a real contex, without a fixed order.The second group is formed by Word sets,Word building,Card scrable,My shopping basket,Anything to declare?,Sound and letter chains, Word associations and the grammar focus games.The objectives of them are: the practice of grammatical categories,family words,and vocabulary revision.Finely,in the third group, we have some important games called:What is my line?, Animal, vegetable and mineral?,and a Chain story.This group is related to yes/no questions, the categories of objects and the development of imagination.In short, games make the process of learning more playful and unconsciously to students. Aditionally they provide flexibility and variety for teacher lesson plans.

Parts of an Investigation,TESOL

Article Tittle:Behind Classroom Code Switching: Layering and Language
Choice in L2 Learner interaction.
Author: Marck Hancock, freelance EFL teacher and materials designer.
Source: Hancock,M. (1997).Behind Classroom Code Switching: Layering and Language
Choice in L2 Learners interaction. In L.Marilyn (Ed). new ways in teaching
Adults(vol.31,pps. 217-235).VA,U.S.A

A.Problem Statement:Many ESL teachers around the world are argued that the best way to improve a language is the work group. This aspect provides the necesary practice. But many of them are worried about the quality of the language that this practice gives.For example, Long and porter(1985) said "it has impotant benefits from both pedagogical and psycholinguistic perspectives". Although,most researches on classroom interaction have been concerned about teacher-learner interaction;mostly with students from different language backgrounds, in which the negotiation between them represents an importantbenefit for the group.In short, in such contexts it is importantto investigate the language choice behavior of the participants.
B. Justification:The purpose of this work, is to investigate the language choice behavior of a pair of learners, in a momolingual classroom, They share language background in order to see how much of the target language they actually use. Also, the article searchs the influence of this aspect in the quality and quantity of the discourse.
C.General objective:To examine the Code Switching, that goes on during a group work in languages classes, in which learners share L1.
D.Specific Objectives:1.To demostrate that learners who choice the L1 by default are likely to use the target language instead the formal activities.2.To show that learners who select the L1 by accident or for a particular communicative purpose, attemps to squelch the use of L1 . Moreover, they are unlikely to yield the desire result.
E.Theorical Background:He used the concepts of literal frame and nonliteral frame by Goffman(1974).
The sample:a group of L2 students.
F.Variables:1.a role play with a pair of students without any previous preparation (independent); 2.A role play with a pair of students with a previous preparation about what to talk.They had a few minutes for it.
G.Results:In the first case the students were not likely to use the code switching; and in the second case, they used it but, the quality of the language was not satisfactory.
H. Conclusions:This article has contributed to some discussions concerning to the value of the work group ,and also showed that the work in group contributed to the quality and quantity of the English language when the students share de same L1

Parts of an Investigation,TESOL

Article Tittle:Behind Classroom Code Switching: Layering and Language
Choice in L2 Learner interaction.
Author: Marck Hancock, freelance EFL teacher and materials designer.
Source: Hancock,M. (1997).Behind Classroom Code Switching: Layering and Language
Choice in L2 Learners interaction. In L.Marilyn (Ed). new ways in teaching
Adults(vol.31,pps. 217-235).VA,U.S.A

A.Problem Statement:Many ESL teachers around the world are argued that the best way to improve a language is the work group that provide the necesary practice, but many of them are worried about yhe quality of the language that this practice provide.For example, Long and porter(1985) said it has impotant benefits from both pedagogical and psycholinguistic perspectives.
B. Justification:The purpos of this work is to investigate the language choice behavior of pair of learners, in momolingual classroom, wiyh a share language background to see how much of the target language they actually use and the influence of this in the quality and quantity of the discourse.
C.General objective:To examine the Code Switching, that goes on during group work in languages classes in which learners share L1.
D.Specific Objectives:1.To demostrate that learners who choice the li by default are likely to use the target language instead the formal activities.2.To show that learners who select the L1 by accident or for a particular communicative purpose, attemps to squelch the use of L1 are unlikely to yield the desire result.
E.Theorical Background:He used the concepts of literal frame and nonliteral frame by Goffman(1974).
Muestra:a group of L2 students
F.Vaiables:1.a role play with a pair of students without any previous preparation (independent); 1.a role play with a pair of students with a previous preparation about what to talk and a few minutes for it.
G.Results:In the first case the students used are not likely to use the code switching and the second one they use it but the quality of the language was not satisfactory.
H. Conclusions:This article has sought to contribute to discussions concerning the value of group of work and showed that the work in group when the students share de same L1 contribute to the quality and quantity of the English language.

Question of a problem research

Source:FORUM MAGAZINE

Article: Two Activities for Extensive Reading .

Author: Richard R. Day, Department of Second Language Studies, University of
Hawaii is the author of numerous articles and books and is co-editor
of the journal, reading in a Foreign Language.

The Question:Time repeating Thinking and Writting (TRTW) activity helps
students with Writing.

Eve though ,It is not my theme of investigation,This article shows me some aspects about the theme that I chose. So, after I thought it carefully, I decided to chosse "Vocabulary and Writing in a L2" because for me, these aspects represent two of the most important skills, in order to learn a languge.

Elements of a problem statement

A Problem Statement is more specific than a topic.Also, it limits the extent of the research problem.A problem statement consists of describing the object that researches study in relation with the context and also to understand its origens and realtionships.
It communicates:
1. The purpose of this type of study:
To understand what or who are involving in the investigation ,and when.

2.The focus and importance of the problem.
It introduces the reader to the importance of the problem. Furthermore, he is orientated to the
significance of the study and the research questions or hypotheses to follow.

3.The context.
It is refering to place the problem in a context.

4.The framework for reporting the results.
This aspect indicates that the necessary points to conduct the study and explain
how the the investigator have to present this information.Here the researcher could relate
the findings to prior investigators.They can be presented as comparations, or you could
draw implications from the findings, to generalize the other conditions.

Elements of a problem statement

A Problem Statement is more specific than a topic and it limits the extent of the research problem.It consists in descrbes the object of the study and its context to understand
it origens and realtionships.
It communicates:
1. The purpose of this type of study:
To understand what or who are involving in it and when.

2.The focus and importance of the problem.
Introduces the reader to the importance of the problem and he is orientated to the
significance of the study and the research questions or hypotheses to follow.

3.The context.
It is refering to places the problem in a context.

4.The framework for reporting the results.
This aspect indicates what is probably necessary to conduct the study and explain
how the the investigator have to present this information.Here the investigator could relate
the findings to prior researches, or it colud be presented as a comparation, or you could
draw implications from the findings to generalize the other conditions.