academic discourse training with e-material

Sabine Ylönen, LSP Bergamo 2005

Academic Discourse Training Academic Discourse Training with Ewith E--MaterialMaterial

The Example of Oral ExamsThe Example of Oral Exams


ContentContent

1.1. New New LearningLearning EnvironmentsEnvironments2.2. Academic Discourse Training with EAcademic Discourse Training with E--MaterialMaterial

1.1. Academic Academic DiscourseDiscourse ConventionsConventions2.2. Oral Oral ExamsExams3.3. EE--Material DesignMaterial Design

3.3. SummarySummary


1 New 1 New LearningLearning EnvironmentsEnvironments::computercomputer basedbased

Tool

Communicative Device

Medium for LT/LLe-material, games …

CMC: authentic communication

presentation tools, e-dictionaries …

CMS


2 2 Academic Discourse Training Academic Discourse Training with with EE--MaterialMaterial

ExampleExample: EUROMOBIL, oral : EUROMOBIL, oral examexam

PreparationPreparation forfor communicativecommunicativeconventionsconventions at at universitiesuniversities and and highschoolshighschoolsof of thethe hosthost countrycountry, i. e. in , i. e. in educationaleducationalinstitutionsinstitutions


2.1 2.1 Academic Academic DiscourseDiscourse ConventionsConventions

InstitutionalizedInstitutionalizedCertainCertain rolesroles forfor agentsagents and and clientsclientsCultureCulture boundbound


CompetencesRights

Restricted possibilities to act within the frameprovided by the institution

ActantsActants in in institutionalinstitutional communicationcommunication

Agents ClientsRepresent the

institutionMake use of the

institution


TasksTasks forfor discoursediscourse organisationorganisationand and actionaction constitutionconstitution

CooperationCooperationUnderstandingUnderstandingTime Time managementmanagement


2.2 Oral 2.2 Oral ExamsExams

RolesRoles of of actantsactants and and clientsclientsTesteeTestee: : demonstratedemonstrate oneone‘‘ss ownownknowledgeknowledge and and skillsskillsTester: Tester: assessesassesses and and attestsattests//certifiescertifies a a testeetestee‘‘ssknowledgeknowledge and and skillsskills

Genre Genre characteristicscharacteristicsFace to faceFace to faceQuestionQuestion--answeranswer sequencessequencesRoleRole specificspecific actionsactions (time (time managementmanagement, , changechange of of topicstopics, , evaluationevaluation))

The smile was nice, the answer unfortunately wrong.


CultureCulture boundbound discoursediscourse conventionsconventions

„„WeWe preferprefer oral oral examsexams becausebecause in an oral in an oral examexamoneone cancan promtpromt peoplepeople veryvery well well withwith mime mime oror a a smallsmall wordword. . In an oral In an oral examexam I I cancan, , forfor exampleexample, , givegive somebodysomebody a a hinthint byby lookinglooking shockedshocked ororencouraginglyencouragingly oror, in , in termsterms of an alternative, I of an alternative, I cancansaysay ‚‚MaybeMaybe thisthis isis betterbetter afterafter all.all.’’ LikeLike in a in a quizquiz, , likelike in a TV in a TV quizquiz..““((QuotationQuotation fromfrom EUROMOBIL: EUROMOBIL: StudyStudy AdviceAdvice))


OtherOther CountriesCountries -- OtherOther CustomsCustoms

II’’mm alsoalso gladglad thatthat wewe, in , in factfact, , havehave onlyonly writtenwritten examsexams.. II’’mm sure my sure my gradesgrades wouldwould bebe lowerlower ifif wewe hadhad oraloral examsexams becausebecause I I getget nervousnervous in in situationssituations likelike thatthat and and forgetforget everythingeverything thatthat I I havehave learnedlearned..((ExcerptExcerpt fromfrom EUROMOBILEUROMOBIL--ForumForum: : FinnishFinnish studentstudent))

ExamsExams areare totallytotally differentdifferent. In Finland, . In Finland, oneone mainlymainly studiesstudies for a for a fourfour hourhour writtenwritten examexam oror doesdoes projectsprojects of of varyingvarying lengthlength. . ThereThere areareno no oraloral examsexams.. OneOne mustmust definitelydefinitely knowknow the the languagelanguage veryvery wellwell for for oraloral examsexams ifif theythey havehave to to bebe takentaken in in GermanGerman.. ((ExcerptExcerpt fromfromEUROMOBILEUROMOBIL--ForumForum: : FinnishFinnish studentstudent))

www.euro-mobil.org


EUROMOBIL EUROMOBIL ObjectiveObjective

PreparationPreparation forfor oral academic oral academic discoursediscourse conventionsconventionsStudyStudy adviceadviceLectureLectureSeminarSeminarOral Oral examexam

AuthenticAuthentic oral oral communicationcommunication


2.3 2.3 EE--Material DesignMaterial DesignExampleExample: Oral : Oral ExamExam

1.1. What are the special genre features of oral exams that What are the special genre features of oral exams that are important for foreign language learners? are important for foreign language learners?

2.2. How to prepare field specific examples of oral exams How to prepare field specific examples of oral exams for learners of different subjects?for learners of different subjects?

3.3. How to design tasks and exercises for eHow to design tasks and exercises for e--material for material for practising academic discourse skills?practising academic discourse skills?

Examples: authentic oral chemistry examsExamples: authentic oral chemistry exams


ExamplesExamples: : AbtestatAbtestat, Kolloquium, Kolloquium

Prof.: Which steps would you take in caseof a threatening gas explosion?

Stud.: Very long steps, Professor!


Video Video BasedBased EE--Material DesignMaterial Design

Synopsis Synopsis AuthenticAuthentic AVAV--recordingsrecordingsTranscriptionTranscription and and analysisanalysisEditingEditingStoryboardStoryboard forfor taskstasks and and exercisesexercisesDesign and Design and implementationimplementationTestTestCorrectionsCorrections


TasksTasks

VocabularyVocabularyListeningListening comprehensioncomprehensionAnalysis Analysis EvaluationEvaluationWritingWriting, , SpeakingSpeaking


AnalysisAnalysis

GuidingGuiding signalssignals and and commentscomments

QuestionsQuestions, , furtherfurther questionsquestionsLimitedLimited agreementagreement ((joajoa//yeeesyeees))ObjectionObjection ((aber/aber/butbut))ConfirmationConfirmation, , agreementagreement ((gut/good, gut/good, mhmmhm, , iterationiteration of of answeranswer Als Als IlmenitIlmenit. . ……also das also das IlmenitIlmenit/as /as IlmenitIlmenit …… thetheIlmenitIlmenit nownow thenthen.).)EmphasizingEmphasizing thethe expectedexpected((intermediateintermediate) ) answeranswer ((Das Das isis‘‘ auch auch praktisch der Grundstein dann/praktisch der Grundstein dann/ThatThat‘‘sspracticallypractically thethe basisbasis thenthen))Evaluation (Evaluation (gut/good gut/good ++ summarysummary of of expectedexpected answersanswers,, Das ist sehr Das ist sehr schschöön/n/thatthat‘‘ss veryvery nicenice.).)

Expected answerchain

Extraction of titanium

Ilmenite as basis

Production of titaniumtetrajodide or -chloride in the

Kroll process

Purification after van-Arkel-de-Beur


TypesTypes of of TasksTasks and and ExercisesExercises

Communicativeskills training

•Global comprehension•Listening & readingcomprehension•Vocabulary & abbreviations•Interaction strategies(presentation, questions)•Evaluation & discussion•Writing & speaking

Right-Wrong Feedback

User Feedback


RestrictionsRestrictions

ProductiveProductive skillsskillsIndividualIndividual feedbackfeedback > > demandingdemanding and and expensiveexpensiveprogrammingprogramming

Hybride Hybride programmesprogrammes and and blendedblended learninglearning


Feedback Feedback fromfrom StudentsStudents

What did you learn in the exam module?

What an oral exam is like in Germany.

Vocabulary, different word meanings (everyday/LSP)

What an ‚Abtestat‘ is.

That an exam does not necessarily have to be such a horrible experience, if the professor helps.


3 3 SummarySummary1)1) Important characteristics of oral exams for foreign language leaImportant characteristics of oral exams for foreign language learners:rners:

GuidingGuiding commentscomments of of thethe testertesterCollaborativeCollaborative discoursediscourse constructionconstruction

2)2) FacilitatingFacilitating and and supportivesupportive programmeprogramme partsparts ((helphelp to to comprehendcomprehend LSP)LSP)ExercisesExercises: : vocabularyvocabulary, , listeninglistening comprehensioncomprehensionGlossaryGlossary

3)3) Tasks for academic discourse training Tasks for academic discourse training Analysis of Analysis of interactioninteractionEvaluation (Forum)Evaluation (Forum)BlendedBlended LearningLearning

AddedAdded valuevalue of of ee--materialsmaterials: : multimedialitymultimediality & & autonomyautonomyPreparationPreparation forfor academic academic communicativecommunicative conventionsconventionsAuthentic AV-recordings

cooperationcooperationensuringensuring understandingunderstanding


LiteratureLiteratureAlyazAlyaz, , YunusYunus; ; FreibichlerFreibichler, Hans 2005. Software f, Hans 2005. Software füür computergestr computergestüütztes Sprachenlernen auswtztes Sprachenlernen auswäählen. In: hlen. In: Handbuch Handbuch EE--LearningLearning..BehmelBehmel, Albrecht; Hartwig, Thomas; Setzermann, Ulrich A. 2001. , Albrecht; Hartwig, Thomas; Setzermann, Ulrich A. 2001. MMüündliche Prndliche Prüüfungen. fungen. KnowKnow--HowHow ffüür erfolgreiches r erfolgreiches Studieren.Studieren. Stuttgart: ibidem VerlagStuttgart: ibidem VerlagEhlich, Konrad; Rehbein, Jochen 1980. Sprache in Institutionen. Ehlich, Konrad; Rehbein, Jochen 1980. Sprache in Institutionen. In: Althaus, Hans Peter; Henne, Helmut; In: Althaus, Hans Peter; Henne, Helmut; Wiegand Herbert Ernst (Wiegand Herbert Ernst (HggHgg) ) Lexikon der germanistischen LinguistikLexikon der germanistischen Linguistik II..II.. 2., vollst2., vollstäändig neu bearbeitete und ndig neu bearbeitete und erweiterte Auflage, Terweiterte Auflage, Tüübingen bingen NiemeyerNiemeyer, S. 338 , S. 338 -- 345345GGüülichlich, Elisabeth 1981. Dialogkonstitution in institutionell geregelte, Elisabeth 1981. Dialogkonstitution in institutionell geregelter Kommunikation. In: r Kommunikation. In: Jahrbuch 1980 des Jahrbuch 1980 des Instituts fInstituts füür deutsche Sprache.r deutsche Sprache. Schriften des Instituts fSchriften des Instituts füür deutsche Sprache 54: Dialogforschung. r deutsche Sprache 54: Dialogforschung. SchwannSchwann: : DDüüsseldorf. S. 418sseldorf. S. 418--456456HelgeHelge--Ulrike Ulrike HyamsHyams 2004. 2004. Das PrDas Prüüfungsbuch. Ffungsbuch. Füür Sozialr Sozial-- und Geisteswissenschaftler.und Geisteswissenschaftler. Wiesbaden: Verlag fWiesbaden: Verlag füür r Sozialwissenschaften (UTB 2555)Sozialwissenschaften (UTB 2555)KallmeyerKallmeyer, Werner; Sch, Werner; Schüütze, Fritz 1976. Konversationsanalyse. In: Studium Linguistik, Jtze, Fritz 1976. Konversationsanalyse. In: Studium Linguistik, Jg. 1. S. 1g. 1. S. 1--2828Meer, Dorothee 1998. Meer, Dorothee 1998. Der PrDer Prüüfer ist nicht der Kfer ist nicht der Köönig. Mnig. Müündliche Abschlussprndliche Abschlussprüüfungen in der Hochschule.fungen in der Hochschule. TTüübingen: bingen: NiemeyerNiemeyerMeer, Dorothee 2000. Meer, Dorothee 2000. MMööglichkeiten angewandter Gesprglichkeiten angewandter Gespräächsforschung: Mchsforschung: Müündliche Prndliche Prüüfungen an der Hochschule.fungen an der Hochschule. In: In: Linguistik online 5, 1/00, Linguistik online 5, 1/00, http://www.linguistikhttp://www.linguistik--online.deonline.de, gelesen am 15.05.2005, gelesen am 15.05.2005MunsbergMunsberg, Klaus 1993. M, Klaus 1993. Müündliche Fachkommunikation in der Chemie. Analyseverfahren fndliche Fachkommunikation in der Chemie. Analyseverfahren füür empirisches r empirisches Datenmaterial. In: Datenmaterial. In: SchrSchrööder, der, HartmutHartmut ((HgHg.): .): FachtextpragmatikFachtextpragmatik, Forum , Forum ffüürr FachsprachenforschungFachsprachenforschung, , TTüübingenbingen. S. 359. S. 359--394 394 MunsbergMunsberg, Klaus 1994. , Klaus 1994. MMüündliche Fachkommunikation. Das Beispiel Chemie.ndliche Fachkommunikation. Das Beispiel Chemie. Forum fForum füür Fachsprachenforschung 21. r Fachsprachenforschung 21. TTüübingen: Narrbingen: NarrWeymannWeymann--WeyeWeye, Walter 1978. , Walter 1978. Sprache Sprache –– Gesellschaft Gesellschaft –– Institution. Sprachkritische VorklInstitution. Sprachkritische Vorkläärungen zur Problematik von rungen zur Problematik von Institutionen in der gegenwInstitutionen in der gegenwäärtigen Gesellschaft.rtigen Gesellschaft. DDüüsseldorf 1978sseldorf 1978YlYlöönen, nen, SabineSabine 2005. 2005. TrainingTraining mmüünlichernlicher KommunikationKommunikation mitmit EE--MaterialienMaterialien? In: ? In: WolffWolff, Armin; , Armin; RiemerRiemer, , Claudia; Claudia; NeubauerNeubauer, Fritz (, Fritz (HggHgg.) .) SpracheSprache lehrenlehren -- SpracheSprache lernenlernen. . BeitrBeiträägege der 32. der 32. JahrestagungJahrestagung DaFDaF 2004. 2004. S. 367S. 367--390 390

academic discourse training with e-material

Documents