designing for authenticity: a framework and guidelines for conversation simulation courseware
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Designing for authenticity: a framework and guidelines for conversation simulation courseware. Prof. dr. Jozef Colpaert Frederik Cornillie LINGUAPOLIS research & development Language Teaching Symposium 2009, Gent. Statement. There’s probably no God . Now stop worrying and enjoy your life. - PowerPoint PPT PresentationTRANSCRIPT
Designing for authenticity: a framework and guidelines for conversation simulation courseware
Prof. dr. Jozef ColpaertFrederik CornillieLINGUAPOLIS research & development
Language Teaching Symposium 2009, Gent
Statement
• There’s probably no God. Now stop worrying and enjoy your life.
Statement
• There’s probably no learning effect in TECHNOLOGY. Now stop worrying and enjoy your research.
Research you say ?
• NSDS: No Significant Difference Syndrome ecological shift: design the entire learning
environment
• SES: Sunday Evening Syndrome– 95 % work, 5 % research – Sunday evening = research moment? how to transform your daily work into research
Research you say ?
• Attitude A:• I am involved in developing and using technology for learning and
teaching, and my perception is that I am rather good at it. I should publish more but I have the feeling that my work is not being valued academically nor recognized as research …
• Attitude B:• I have just developed this tool (which already existed in the early
eighties, but who cares?). Dancing Bearware really, but I present it as coconstruction of knowledge, negotiation of meaning, or empirical validation of theory. It’s fake, but I add Vygotsky and it really works. I get grants and awards, my presentations are accepted at conferences and I even get published. You should try it …
DLL
• Distributed Language Learning– conceptual and methodological framework for
designing learning environments– educational engineering model– based on hypothetical compromise between
pedagogical and personal goals– role of technology and choice of learning/teaching
method are logical consequences
DLL
• Distributed Language Learning– in phase of further theoretical / empirical
validation– contribute to collaborative research
Educational engineering
Analysis
Development
Implementation
Evaluation
conceptualization
specification
prototyping
Design
TheoryTechnology
Architecture
teacher
learner
content
colearner
teacher
learner
content
colearner
Classrm
w
all
Technology & authenticity
Mediated Non-mediated
Information
Interaction
Communication
… … …
IIC model applied to learners:
Mediated = with human or technological intervention
Information
• Non-mediated– use of authentic materials on the Web– examples: WebQuests, www.deredactie.be, …
• Mediated– use of adapted materials (simplified texts, hyperhelp …)– examples: Internet actuel, hyperlinks, http://
podcasts.ox.ac.uk/, http://www.radiolingua.com/, http://mitworld.mit.edu/, …
• Advantages / disadvantages ?
Communication
• Non-mediated– With natives not aware of LL process– Examples: chat, mail, twitter, fora, text, blog, virtual
worlds …
• Mediated– With co-learners, teacher or natives aware of the LL
process– Examples: Tandem learning, http://www.patati.be/
• Advantages, disadvantages ?
Interaction
• Non-mediated– Use of systems not developed for LL purposes– Examples: reservation sites, Second Life, (non-dedicated)
chatterbots, point of sales systems …
• Mediated– Use of systems developed for LL purposes– Examples: language courseware, tests, http://
www.slanguages.net/ …
• Advantages, disadvantages ?
So ?Mediated Non-mediated
Information +: more adapted-: less authenticity, labour-
intensive, logging possibilities
beginner level
+: authenticity, TBL- : errors, quality, appropriateness,
durability … more advanced levels, linguistic
awareness, mature readership, preparation and control
Interaction +: strong didactic functionalities
-: D&P ?? all levels
+: authentic interaction, TBL-: lack of tracking & feedback more advanced levels
Communication +: role of coach, logging possibilities
-: more artificial beginner/intermediate
levels
+: authenticity, TBL-: errors, quality, privacy, no
coaching intermediate to advanced levels
Authenticity
• Different roles of technology tackle authenticity differently
• Different moments/situations/levels require different forms of authenticity
DISCO project
• conversation simulation courseware for language learning
• degrees of authenticity in ...– task type– feedback– content– assessment & progress tracking
DISCO project
• Development and Integrationof Speech technology into Courseware for language learning
• Radboud Universiteit Nijmegen, Polderland Language and Speech Technology, Linguapolis (Universiteit Antwerpen)
• STEVIN research project, Nederlandse Taalunie
DISCO requirements
• to develop and test a prototype of an ASR-based CALL application for training oral proficiency for Dutch as a second language (DL2) at A2 level
• to optimize learning through interaction in realistic communication situations
• to provide intelligent feedback on various aspects of DL2 speaking, viz. pronunciation, morphology and syntax
Degrees of authenticity
• task type• feedback• content• assessment & progress tracking
Degrees of authenticity
• task type• feedback• content• assessment & progress tracking
Task type
• conversation simulation with animated agents• “interactive participatory drama” (Hubbard
2002)• conversation branching (item-based system)• afterwards remediation on specific topics,
coached by pronunciation agent
Conversation environment
Conversation environment
Remediation environment
Degrees of authenticity
• task type• feedback• content• assessment & progress tracking
Feedback in ASR-based CALL
• waveforms and spectograms
• talking heads• feedback based on
pronunciation score• corrective feedback
Feedback in ASR-based CALL
• waveforms and spectograms
• talking heads• feedback based on
pronunciation score• corrective feedback
Feedback in CAPT
Results of 2007 doctoral study, Radboud Universiteit Nijmegen:– The key to successful CAPT is detailed corrective
feedback ...– ... but applied with moderation.
Dutch-CAPT project
Corrective feedback types
feedback type classroom language learning CALL
explicit correction
Neen, ‘gekoopt’ is fout, ‘gekocht’ is juist.
Ik heb een trui gekoopt.
repetition of the error
Gekoopt? Gekoopt?XX SEE HEIFT
recast w(/o) stress
Oh, je hebt een trui gek[ó/o]cht.
Oh, je hebt een trui gekocht.
clarification request
Ik begrijp het niet. Wat bedoel je precies?
Ik begrijp je niet. Kan je herhalen?
metalinguistic clue
Let eens op je voltooid deelwoord.
Het werkwoord is niet juist.XX SEE HEIFT
elicitation Dat is niet juist. Hoe zeggen we dat in het Nederlands?
XX SEE HEIFT
* Ik heb een trui gekoopt.
Ambiguity of recast
• ambiguous function– corrective & mediated (focus on form)
• “Ah, je hebt een trui gekocht.” – communicative & authentic (focus on meaning)
• “Ah, je hebt een trui gekocht. Hoe ziet die eruit?”
• use in classroom teaching– frequently used for treating morphosyntactic errors– less frequently used for treating pronunciation and lexicon
• effect on learning outcome (!!)– higher effect on pronunciation and lexicon– lower effect on morphosyntax
Feedback in DISCO
• two types of corrective feedback, varying with respect to learner preference– explicit correction
• “I want lots of feedback in the conversation,in order to correct my mistakes and achieve perfect pronunciation.”
– recast• “Even when I make mistakes,
I want to go on with the conversation, in order to practice fluency. ”
• non-verbal feedback
Explicit correction
Recast
Degrees of authenticity
• task type• feedback• content• assessment & progress tracking
Content• Seemingly authentic conversations ...
– realistic situations– speech acts
• ... however, very artificial and intricate content authoring– technological constraints: length of sentences, interjections,
disfluencies– phonetic constraints: frequent mistakes at A2 level– grammatical constraints: frequent morphosyntactic mistakes at A2
level– lexical constraints: frequency of vocabulary at A2 level– cultural constraints: Dutch-Flemish bias– didactic constraints: validity of assessment (see further)
=> delicate balance between requirements/constraints and authentic feel of the conversations
Content authoring plan1. studying the cultural context (a.o. Nieuwe Buren videos); 2. devising the narrative plan, with detours and alternative endings;3. writing separate blocks of conversations for each alternative path in the dialogue;4. feeding the conversation trees into the content database;5. double-checking the logic of the narrative in the prototype software;6. checking vocabulary and cultural elements for socio-linguistic consistency (Dutch-Flemish
contexts);7. checking the length of the sentences from the point of view of ASR and NLP requirements;8. checking vocabulary and grammar from a linguistic-didactic point of view (typical A2
vocabulary, possible hyperonyms/hyponyms, ...);9. checking vocabulary and grammar for consistency with Nieuwe Buren vocabulary and
grammar;10. adding grammatical codes to each turn in the branched conversation, so that all linguistic
aspects are more or less equally distributed over the complete conversation tree;11. elaborating prompts for morphology and syntax exercises (which are in fact semantically
identical to the prompts for pronunciation, but differ only in grammatical form); 12. adding contextual information to each pair of turns in the conversation, so that the
graphical artist and photographer know which content to create;13. debugging the complete conversation in the prototype after the insertion of multimedia
content (sounds, graphics).
Content authoring in database
Content authoring in database
Degrees of authenticity
• task type• feedback• content• assessment & progress tracking
Assessment & progress tracking• formative assessment > “How am I doing?”• system keeps scores for each topic on which learner
is tested– phoneme– grammatical topic (e.g. subject-verb concord, verb
position, ...)• scores increase or decrease according to learner
performance
=> topics have to be (more or less) equally distributed in the conversation tree
Topic distribution
Report
Summing up
XX
• kort herhalen wat gezegd geweest is• IIC schema• DISCO als vb van• authenticiteit op 4 vlakken
You’re invited …
• Antwerp CALL 2010 “Beyond motivation”– August 2010– http://www.antwerpcall.be
• Summer School “A Toolbox for Design-Based Research”– Qualitative and quantitative research methods in language
learning and teaching, University of Antwerp, 16 to 20 August 2009
– http://summerschool.linguapolis.be
An authentic thank you
• Credits to– Koen De Maesschalck, illustrations
(www.koendm.be)– STEVIN research funds, Nederlandse Taalunie
• Contact us– [email protected]– [email protected]
Questions for discussion
• Q1• Q2