Online Interactive Listening Exercises for Japanese Language Class

IALLT2003 University of Michigan, Ann Arbor, MI
ID 234 - Online Interactive Listening Exercises for Japanese Language Class
Friday, June 20, 2003 1:45 pm - 2:30 pm
Location: Chem 1300

Misa Kozuka, Dept. of Asian languages & Cultures, The University of Michigan (misakozu@umich.edu)
Keiko Schneider, Albuquerque TVI/Saboten Web Design (kschnei@sabotenweb.com)

This handout is also available at http://www.sabotenweb.com/conference/

0. Abstract:

The Internet has become an essential part of our daily lives and it has made a serious impact on foreign language education as well. Professionals in foreign language education have recognized the potential of the Internet as an educational tool in the foreign language classroom (Armstrong & Yetter-Vassot 1994, Kost 1999). Fidelman (1998) reports a dramatic increase in the use of the Internet among foreign language teachers. Pre-existing self-study tools such as videotapes and audiotapes cannot give a learner instant feedback, whereas the Internet can provide error correction as if a learner is studying with a tutor. At the same time, a learner can utilize the practice page on the Internet at his/her convenience, so it is ideal for self-study.

The project we created is an implementation of a Flash-based listening practice page. Listening skills tend to be neglected in classroom activities, yet listening is one of the most challenging skills for learners to acquire. We would like to present how this Flash-based listening exercise works more effectively and innovatively compared to conventional audio-tape listening exercises. We would also like to report on the actual outcome of this project, having completed a couple of trial exercises in a third-year Japanese language.

1.Introduction

Necessity of adapting internet technology in classroom activities. The younger generation of language learners has become " Internet-ready."

The content of the project
Flash-based on-line listening practice (web) pages for a 3rd year Japanese class at the University of Michigan.

Objective of the project.

Emphasizing listening skills which tend to be neglected compared to other skills.
Acquiring the extended capability of handling the situation similar to the content covered in the textbook.

2. Development of Materials:

Why Material on the Internet?

Capable of providing instant feedback, like error correction .
Convenient. Ideal for self-study and homework assignments.
Ideal for material that involves multi-skill, complex situations.

1 The material should be realistic or close to a real situation. Listening to the scripted dialogue as a bystander seems like eavesdropping and is unrealistic.
2 Material should integrate all or most of four skills.

Why FLASH?

FLASH can treat Japanese characters as a graphic. Students do not have to use a computer that has Japanese fonts installed.
FLASH as a standard plug-in. It is easier to develop and distribute audio compared to Quicktime, Windows Media and RealAudio.
FLASH can integrate visual elements, audio elements and interactive elements in one movie and can be synchronized easily.

3. Demonstration of Materials

Fall 2002: Answering Machine
http://www.sabotenweb.com/classes/umich03/main.html

March 2003: Health http://www.sabotenweb.com/classes/umich03/index.html

The Listening activity ends with a written assignment (skill crossing).

4. Teacher and Students Feedback

Positive feedback: interactive, instant feedback, realistic situations, on-line accessibility for submitting homework to the teacher.
Some problems:
1. Problem: Download time is long. Solution: Use of high-speed Internet connection.
2. Problem: Need for Japanese fonts to complete homework.

5. Future improvements needed

From the teacher's point of view

Avoid 'teacher's talk'in recording material, and use a variety of voices.
Implementation of some technology to gauge students'listening abilities.
Implementation of adaptive technology for students with special needs.

From the developer's point of view

Brainstorming and planning with the teacher
Communicating closely with the teacher and coordinating the timeframe (Development in Flash could take time)
Using more complex movies
Using Japanese as a script not as a graphic (MX is Unicode capable)
Using multiple voices

References:
Armstrong, Kimberly. M., & Cindy Yetter-Vassot. 1994. Transforming teaching through technology. Foreign Language Annals 27, no. 4: 475-486.

Fidelman, C. 1998. Growth of Internet Use by Language Professionals. CALICO Journal 15, no. 4: 39-57.

Kost, Claudia R. 1999. Enhancing communicative language skills through effective use of the World Wide Web in the foreign language classroom. Foreign Language Annals 32, no. 3: 309-319.

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