Audio-visual media in L2 teaching (...) / What's so special about LSP? / Semi-automatic text annotation using Corpora
Parallel sessions
1.Audio-visual media in L2 teaching: a Grundtvig project at LSE
Catherine Xiang, LSE
(In charge of administration for Mandarin, Japanese, Korean).
What is a Grundvig project?
Share best practice and knowledge, teaching methods
Partners: LSE Language Centre, BIOS Lifelong Learning Centre, IIK (Germany), Istituto d'Istrozione superiore "Matteo Raeli"
15,000 students, 4 bilateral meetings, 40 case studies
Communication with other institutions like mini-conferences.
A few examples of LSE case studies: Moodle site about Japanese culture and society, how different tutors use images in their classrooms, looking at body language of famous people, TV broadcast, software tool (snag it)
How students can be more involved: current affairs in Mandarin, independent online language learning, also facebook used for tandem exchange in different languages, project in English students need to produce a poster, digital storytelling (different languages and levels).
Case study: current affairs in Mandarin
video. vocabulary first in pinying, then in Chinese, then in English. Each clip is about 10 minutes. If students agree, the video goes on LSE youtube channel.
Several topics;from different interests (Scotland, Gay marriage, the World-Cup, China's economic development and reform, Ebola, the umbrella movement in Hong Kong, China high speed railway development, Air Asia incident)
What students think: interesting way to get marks, quite fun, nice opportunity to choose a topic and to work on it, outside the classroom activity.
Most students found it useful and enjoyable.
Looking forward: two new projects at LSE language centre
1.Audio-visual media in L2 teaching: a Grundtvig project at LSE
Catherine Xiang, LSE
(In charge of administration for Mandarin, Japanese, Korean).
What is a Grundvig project?
Share best practice and knowledge, teaching methods
Partners: LSE Language Centre, BIOS Lifelong Learning Centre, IIK (Germany), Istituto d'Istrozione superiore "Matteo Raeli"
15,000 students, 4 bilateral meetings, 40 case studies
Communication with other institutions like mini-conferences.
A few examples of LSE case studies: Moodle site about Japanese culture and society, how different tutors use images in their classrooms, looking at body language of famous people, TV broadcast, software tool (snag it)
How students can be more involved: current affairs in Mandarin, independent online language learning, also facebook used for tandem exchange in different languages, project in English students need to produce a poster, digital storytelling (different languages and levels).
Case study: current affairs in Mandarin
video. vocabulary first in pinying, then in Chinese, then in English. Each clip is about 10 minutes. If students agree, the video goes on LSE youtube channel.
Several topics;from different interests (Scotland, Gay marriage, the World-Cup, China's economic development and reform, Ebola, the umbrella movement in Hong Kong, China high speed railway development, Air Asia incident)
What students think: interesting way to get marks, quite fun, nice opportunity to choose a topic and to work on it, outside the classroom activity.
Most students found it useful and enjoyable.
Looking forward: two new projects at LSE language centre
2.What is so special about LSP? Benoit Guilbaud, University of Manchester, Martin Kantus & David Tual, University of Cambridge (notes from Veronique Davis, Tutor at Oxford University Language Centre)
The speakers from Cambridge presented a clearer definition of Languages for Specific purposes in order to establish a more comprehensive set of characteristics. It is a reflection on the role LSP can play alongside general language courses. The question tutors need to address is: what is peculiar in my language about the topic? The kind of tasks can vary according to the needs of the students (group presentations, taking part in discussions, negotiating). An important part of the course can be to define the recurrent syntactic structures.
The presentation is available to watch on Benoit Guilbaud's blog
3.Semi-Automatic Text Annotation Using Corpora and NLP Tools, by Dr. Christoph Zahner, University of Cambridge (notes from Nahoko Mulvey, Tutor in Japanese at Oxford University Language Centre)
3.Semi-Automatic Text Annotation Using Corpora and NLP Tools, by Dr. Christoph Zahner, University of Cambridge (notes from Nahoko Mulvey, Tutor in Japanese at Oxford University Language Centre)
After discussing the role of annotation for language learning and teaching, Dr. Zahner introduced the use of natural language processing (NLP) tools created by his team in the production of semi-automatically annotated texts.
NLP tools sound an interesting possibility for supplementing language learning texts. According to the presenter, anybody can try the tools from the University of Cambridge webpage and create annotated texts in languages we teach with the cooperation of his team. In the presentation we saw some annotated Chinese literature texts, created by his team using the tools.
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