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11

are instructed to research authentic materials to complete the assignment. Students peer

edit one another‘s work prior to final submission. An audience of peers can give students

a quasi-real audience in order to motivate and challenge them to produce their best work.

According to Purushotma (2008, p. 12) ―the motivational advantages to producing work

to be shared with a broader audience than just a teacher cannot be overstressed.‖

Students also engage in an interactive student activities manual. These activities

practice the four skills of reading, writing, listening and speaking. Students produce and

listen

to

audio

recordings

based

on

general

prompts.

These

prompts

are

real

life

scenarios that students could encounter while in the Spanish speaking world. Students

watch authentic videos and post their reactions. They complete listening and reading

exercises using authentic texts and are required to think critically and respond. Students

are required to do web searches and research topics to create stories or articles. Students

participate in discussions about culture. They watch authentic videos and then react to

what they have seen. They are required to react to one anothers posts. Students create

their own discussion topics as related to various countries and cultures studied in each

chapter as well. Students keep a blog diary of their progress in the target language.

Based on Web 2.0 research, tools such as blogs, discussions and wikis develop student

writing, editing and reading skills (Godwin-Jones, 2008; Alm, 2008; Ullrich et al., 2008,

Sykes et al., 2008; Dooly, 2008; Soares, 2008; Ramaswami, 2008; Thorne & Reinhardt,

2008). After 10 weeks of working with the language in depth and using Web 2.0 tools,

students will be given the posttest to measure their achievement.

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