muhlis

Rabu, 18 Januari 2012

explanation of software

Name :Muhlis

Nim :20401108061

Group : Pbi3

CAMBRIDGE ADVANCES LEARNERS DICTIONARY

At the present time English become need to the all people to communicate with another people from other country because as we know that English it self is international language, so that it has been studied at elementary until university level .even though there many students specially in Indonesia love English but they often find many difficulty in learning English . one things that probably can help student in learning English is dictionary, but through this paper I will introduce a soft ware namely Cambridge advances learner dictionary, its not like usual dictionary that only provide a lot of vocabularies , Cambridge advances learner dictionary will give you more , not only about vocabularies but also teach you how to pronouns the word, and provide you some exercise about grammar and structure. I think that Cambridge advances learner dictionary is one of the solution of your English problem . I also inform you that Cambridge advances learner dictionary have many kinds and you may choose one of them according to your need. To know completely about this software please visit :

http://www.afreecodec.com/windows/top-windows-software/cambridge-advanced-learners-dictionary-108593.html

explanation of software

Name :Muhlis

Nim :20401108061

Group : Pbi3

CAMBRIDGE ADVANCES LEARNERS DICTIONARY

http://www.afreecodec.com/windows/top-windows-software/cambridge-advanced-learners-dictionary-108593.html

final test

Nama : Muhlis

Nim :20401108061

Group :pbi 3

Summary of Call

A. Unit 1

In The first unit we talk aboutdefinition of CALL, history of Call. CALL (computer-assisted language learning).CALL is one of the of the method that is used in language teaching and learning involving computer.

CALL began in the 1960s with mainframe-based drill and practice materials, especially those based on the University of Illinois’ PLATO system. Early programs were written by teacher-developers on Apple II, IBM PC, and BBC computer, and were often distributed for free. In the late 1980s and early 90s, the Apple Macintosh replaced the Apple II in many educational settings in the US and became an immediate favorite among teacher-developers because of the support of Hypercard, a powerful but easy-to-use authoriting. During this period the use of the computer as a tool increased, especially as teachers developed innovative techniques for using email and word processor become integrated into writing classes. CALL is integrated into language learning activities both in and out of the class. In 2009, I published a four-volume edited set, computer assisted language learning : Critical concepts in Linguistics (Routledge), an anthology of 74 key articles covering the whole field of CALL.

· Behavioristic CALL

The first phase of CALL based on the then-dominant behaviorist theories of learning. Programs of this phase entailed repetitive language drill and can be referred to as “drill and practice.”

· Communicative CALL

The second phase of CALL based on the communicative approach to teaching which become prominent in the 1970s and 80s. proponents of this approach felt that drill and practice programs of the previous decade did not allow enough authentic communication to be much value.

· Integrated CALL

Integrated approaches to CALL are based on two important technological developments of the last decade-multimedia computer and the .internet.

B. Unit 2

In the second unit, we talk about Courseware . The term courseware is the software that is used to support formal language learning.In practice,courseware has been used for everything from complete software packages that can be used without a teacher to software that is just a part of a language learning course,sometimes a minor or optional supplementary part.

The three of modules, they are :

· Development module

Courseware development refers to the process of going from the idea of creating a piece of tutorial software through the final product. It should be informed by general principles of instructional design

· Evaluation module

Evaluation involves three kinds of considerations. a crucial aspect is to understand what courseware does first before attempting to judge it.

· Implementation module

· Implementation considerations are relevant during the evaluation process, but they become crucial when deciding how best to use software that is available.

C. Unit 3

In this unit , CMC ( Computer Mediated Communication ) computers are a means through which teachers communicate with learners, learners communicate with one another and learners may even communicate with native speakers.

Text-based CMC

Due to both the history of technology development and the ease of text use, most CMC has been done using the medium of text. We will look at the text uses both for their own value and as a vehicle for introducing concepts relevant to audio and video-based CMC. There are two kinds of text, they are :

- Asynchronous text. The first use of CMC in language teaching almost certainly came through email exchanges from teachers to students within classes. Email is an example of asynchronous communication, in that the interaction is not in real time. With email teachers can receive homework from students and give responses to it. Students can communicate with another to practice using the language. There are a number of sites that provide services for linking up such as interpals (www.interpals.net) and a popular one for ESL learners is Dave’s ESL cafe (www.eslcafe.com/students). Students can log into existing discussion lists specially for teachers.

- Synchronous text. With synchronous text, or chat, the messages are exchange in text form, ut in real time. Some of the early research on CMC was built around a type of chat program, interchange. Chat rooms are easily found on the web through portals like yahoo, chat rooms for english language learners available at sites such as Dave’s ESL cafe and EnglishBaby (www.englishbaby.com).

Audio / Video CMC

Asynchronous audio. Like text, audio or video interaction can be either asynchronous or synchronous. One example of asynchronous voice interaction would be the voicemail services, using this the setudents with voice-enabled computers can leave messages for one another. An excellent free resource for doing such recordings is Audicity (http://audicity.sourceforge.net/) for both PCs and Macs.

Asynchronous video. This area has not been as well-developed, due partly to the bandwidth requirements for using video. While there are many sites for sharing video (most notably www.youtube.com).

D. Unit 4

In this unit explain about CALL on the web , on the web you can find some tools for CALL, also web provide video players or audio that u can use in language teaching and learning.

Disadvantages of the Web.

Disadvantages of the web :

# Text-based material on the web is sometimes not as easy to read as material in paper format because of font color and background choices.

# Sound and video sometimes take a noticeable time to transfer, even on fast connections. Newer forms of streaming have improved this drammatically, but the web is still not as responsive as a CD-ROM, DVD or the hard drive on a TiVo or other digital video.

# Down servers or broken links may lead to frustation.

Advantages of the Web

· There are enormous amounts of free material

· Material can be found that is current

· Language reference and other learning support materials can be found

· Student and teacher publication opportunities exist

· A cultural window is opened through the authentic material readily available

· Meaning technologies, such as transcripts, dictionaries, and tranlators, exist to aid comprehension of material

· Increasing amounts of audio and video allow building of comprehension skills beyond reading

E. Unit 5

In this we discuss about CALL and Language Skills. Skills-oriented language teaching remains a common approach for classes as well as for self-learning, and computer-assisted language learning is not exception. In this unit, we look at how both tool and tutor software can be used to support specific skills. In particular, we will look at some websites that focus on these skill areas.

There are some skills areas for CALL :

1. Listening

Listening is potentially one of the most promising areas for CALL development. This is because multimedia computing has everything standard audio and video have with the addition of variety of meaning technologies such as text support, hyperlinked glossaries, and even translation. One type of presentation specific to CALL is the punctuated presentation, in which the flow is interrupted at intervals to ask question along the way. Examples of course website for two of my recent listening classes are at www.standford.edu/`efs/693a and www.standford.edu/`efs/efs693b/. And useful dedicated ESL listening sites : they are www.esl-lab.com, www.ello.org, and www.lingual.net.

2. Speaking

In terms of direct practice of speaking, recent developments on the web have allowed for voice chat sites which make it possible for learners and teachers to interact through the internet in distance education courses. Asynchronous speaking practice is possible through www.wimba.com, using internet voice mail, or simply attaching sound files to email.

3. Reading

In the early days of CALL, reading software was designed to improve skills in order to transfer them to paper materials. Here some other ways CALL can be used to support reading : just using the web, educational sites with ESL or adult literacy support, text reconstruction activities, such as storyboard, cloze exercises and jigsaw readings, timed or paced readings to develop speed, for example, www.readingsoft.com/. Online graded readers such as those at www.eslreading.org/.

4. Writing

Writing was revolutionized for everyone with word processing, and the addition of spell checkers has been quite helpful. Grammar and style checkers are much less useful to date. Writing has also been a common skill taught as a course through distance education using in the Internet. Writing publication opportunities are ready available through Wikis and Blogs.

5. Grammar

Grammar practice was perhaps the earliest use of CALL. Today grammar work is largely focused on the following : workbook-style exercises at www.grammar-quizzes.com/, grammar test prep materials especially TOEFL at www.toefl.com, online courses and references at http://www.edunet.com/english/grammar/index.cfm, and grammar portals such as www.esltower.com/.

6. Pronounciation

Pronounciation work is generally of three types :

· Listen, repeat/record, and compare.

· Visualization ; wave form, pitch contour, spectogram.

· ASR (automatic speech recognition) scoring.

7. Vocabulary

Other common CALL implementations for vocabulary include the following.

· Hypertext dictionaries/glossaries. Babylon (www.babylon.com) is a commercial memory-resident dictionary system that runs in the background on your computer.

· Talking dictionaries : Longman, Oxford, and Newbury House have learner’s dictionaries.

· Concordance programs.

· Picture dictionaries : http://www.pdictionary.com/ has a picture dictionary for English, spanish, french, german, and Italian.

· Word lists and vocabulary tests for English.

An outstanding site for vocabulary teaching and research tools is Tom Cobb’s Compleat Lexical Tutor : http://www.lextutor.ca/.

8. Culture

Obviously, this is a huge area for foreign language teaching, where authentic cultural material is readily accessible through the web. There are many ways to use the authentic material found on websites to support cultural learning. At you tube, http://www.youtube.com.

F. Unit 6

In this unit we talk about CALL Research. using computers in some way makes learning better. some possible interpretations :

· Learners pick up language knowledge or skills faster or with less effort (learning efficiency)

· Learners pick up what is targeted, retain language knowledge or skills longer, and/or learn more of what they need (effectiveness)

· Learners can get materials or experience interactions that would otherwise be difficult or impossible (access)

· Learners can learn with more or less equal effectiveness across a wider range of time/places (convenience)

· Learners enjoy the language learning process more or are willing to engage in it more (motivation)

· Learners require less space, less teacher time, or less experience materials (institutional efficiency)

CALL Research Trends

Research has continued in all areas of CALL but recently has focused on several identifiable areas, such as :

· Computer mediated communication; especially, interaction in synchronous chat settings and email in tandem settings

· Visual, text and sound annotation to promote comprehension and vocabulary acquisition

· Effectiveness of online collaborative and constructivist activities, including development of communities.

There are several avenues available to teachers in the role of researchers of their own classroom or students. They are :

· Observation. When your students are using software or doing a computer-ased task in a lab where you can watch them. You can look over their shoulder, check their interactions, and make brief notes of what you notice.

· Tracking. Some software has built-in tracking features. If you are using a discussion board, all student posts can be reviewed.

· Student surveys. Ask specific questions about usage-note that it’s best to do this as soon as possible after a CALL session sense memories fade rapidly.

· Pre- and post- testing to evaluate outcomes of the use of technology.

· Student journals. Getting students to keep a reflective journal of their experiences with software.

G. Unit 7

In unit 7, we talk about CALL Learner Training. CALL has given us some amazing possibilities create a problem. Absent a teacher, students using computers are typically given more control over their own learning. One way out of this dilemma is to spend time training learners in dealing appropriately with this new environment.

There are three alternatives to CALL learner training. They are :

· One solution is to try to build software in such a way that it adapts to the learner on a number of different levels : language proficiency, computer proficiency, learning style, topical interest, motivational type and intensity, and so on.

· A second alternative is to take the philosophical position that learners have a right to self discovery and that left alone they will naturally move to the strategies that work for them and that are consonant with their learning style.

· A third alternative is to acknowledge that learners would profit from training but that it’s just too much trouble to train them since it obviously takes a lot of time away from other aspects of language learning and there’s no guarantee it will be successful.

Training can be divided at least into two areas : technical and pedagogical.

· Technical training naturally includes general computer literacy, but of greater interest here is learning technical skills and knowledge of particular value to language learning.

Here is one example : most audio/video players, for instance ( Real, QuickTime, Windows Media), often have a default setting is small. But by dragging the bottom right corner, the player can be stretched.

Here’s another example : recent versions of Windows Media Player have a “play speed” control that allows learners to slow down (or speed up) sound files (accessed through View> Enhancements>play speed settings).

· Pedagogical training that is, how to use the tutorial software or tool effectively to meet specific learning objectives.

There are five principles for learner training, such as :

· Experience CALL yourself. Try a piece of CALL software (like Rosetta Stone) for a language you don’t know, or visit a chatroom for a language you aren’t fluent in.

· Give learners teacher training. Let them know some of what you know if they are to become more independent.

· Use a cyclical approach. Teach a bit at a time. Don’t just have a training session at the beginning and think your job is done.

· Use a collaborative debriefings. Get learners to discuss their experiences, successes and failures with the CALL tasks and software in pairs or small group.

· Teach general exploitation strategies. Show the learners ways to use software to make it easier if it’s too hard and harder if it’s too easy.

Kamis, 12 Januari 2012

The Top-Down and Bottom-Up Processing is used in Reading activities.

Pugh (1978) shows how efficient readers ‘switch’ styles according to the type of text they are reading. One major contribution to our knowledge of reading, with many implications for the classroom, is provided by the Schema Theory or the Interactive Model. Bartlett (1932) first used this particular term to explain how the knowledge that we have about the world is organized to interrelated patterns based on our previous knowledge and experience. These ‘schemata’ also allow us to predict what may happen. This theory takes our idea of the interactive reading process a stage further by proposing that efficient readers are related ‘texts’ to their background knowledge of the world. Brown and Yule (1983b), McCarthy and Carter (1994), Cook (1997) and Nunan (1999) all provide accounts of how this background knowledge can influence the comprehension process. Clearly it can sometimes be based on previous knowledge of similar texts. As Nunan (1999:256) writes, ‘We interpret what we read in terms of what we already know, and we integrate what we already know with the content of what we are reading.’ It is why reading something written by someone in a language with different cultural assumptions from ours can be difficult. Overseas teachers and students sometimes complain that reading literature in an L2 is problematic not just because of the language, but also because shared assumptions of different schemata do not always match up.

In many cases an efficient reader appears to use what are called ‘Top-Down’ and ‘Bottom-Up’ strategies. This means that the reader will not just try to decipher the meaning of individual lexical items but will also have clear ideas about the overall rhetorical organization of the text. The essential features of the bottom-up approach are that the reader tries to decode each individual letter encountered by matching it to the minimal units of meaning in the sound system (the phoneme) to arrive at a meaning of the text, whereas with the top-down approach, the interaction process between the reader and the text involves the reader in activating knowledge of the world, plus past experiences, expectations and intuitions, to arrive at a meaning of the text. In other words, the top-down process interacts with the bottom-up process in order to aid comprehension.

We might further illustrate this by looking at a speaking/listening analogy first of all. If someone asks us, ‘Have you got a watch?’ and we get stuck at the level of the bottom-up process by working out each individual word, then clearly we are missing the top-down process request, that the speaker is in fact asking for a match.

Here is a unit of reading materials named “Rock Music” from a published textbook New Century Junior English for Junior Eight (the II Semester). Let’s try to see how some of these principles may operate in reality.

Read the following passages and complete the two tasks below.

Rock Music

(From the title, can the learner predict what the passages will be about?)

Rock music is now the most popular type of music around the world. It began in the U.S.A. in the early 1950s. At that time, R&B (rhythm and blues) music was very popular with black Americans. “R&B” started as a kind of Black music. Then white musicians copied the style. In the mid-1950s, a new kind of White R&B music, called “rock’n’roll”, became very popular. Its singers attracted millions of teenage fans. The music was fast and loud.

In the early 1960s, rock’n’roll became old-fashioned. At that time, the Beatles, a new group from England, became popular.

The Beatles started by singing American style songs, but they soon developed their own style. They also introduced different instruments. Groups like the Beatles had a very important influence on the style of popular music.

Rock music has continued to change and develop. It has combined with music from different parts of the world. Today, there are hundreds of different types of rock music, and almost every country has its own form of rock.

(Where did the learner look on the line? Did the learner skim/scan? Did the learner go backwards/forwards? Did the learner stop to look at every word? Did the learner stop to think at all?)

Task 1

Complete the table below.

A brief History of Rock Music

Time	Event	Feature
early 1950s	birth of ___________	Black music
___________	Developed into ___________	White music _________and___________
early 1960s	R&B became___________; __________became popular.
till the present	Has continued to change and ___________	Has combined with music from ___________

Task 2

Complete the following passage with the italicized words and expressions in the reading.

The Beatles have been the most successful pop group in the world. Millions of people, especially ____________, are crazy about them and their music. A lot of the Beatles’ songs became ____________. Those songs always had strong ____________ so that people could dance to them. Though their songs became popular during ____________, they still have a great ____________ on the music of today. The Beatles’ success story suggests that good music is never ____________.

The reader is suggested to finish task 1 after reading the material within the limited minutes. He should guess the meaning of the new words. Task 2 is completed by the reader himself first. Then he can have a check with his partner.

Obviously, the writer provides readers with a purpose for reading by supplying materials that stimulate interest and do not have an over familiar content. He may want to offer the learners effective reading strategies, which might be to approach this material by noting the title first of all. When the reader is really fired up by the topic or the task, he gets much more from what is in front of him. The moment he gets the hint-the book cover, the headline, the topic-his brain starts predicting what he is going to meet-to read. This clearly points ahead to what the writer is saying and how such kind of music changes or develops since the early 1950s. The reader may also put ‘schematic’ knowledge into operation: in other words an understanding of the background to Rock Music and the Beatles. Expectations are set up and the active process of reading is ready to begin. Teachers should give students ‘hints’ so that they can predict what’s coming too. It will make them better and more engaged readers. This ‘top-down’ processing would interact with the text as would the ‘bottom-up’ processing at the lexical level.

Task 1 focus on the comprehension from the smallest unit-letters, words, phrases. The reader may pay more attention to the clauses, the sentences and the passages while doing Task 2. The writer has chosen suitable reading tasks here- the right kind of table and blanks for the junior students. It is said that the most interesting text can be undermined by asking boring and inappropriate questions; the most commonplace passage can be made really exciting with imaginative and challenging tasks. Any reading text is full of sentences, words, ideas, descriptions etc. It doesn’t make sense just to get students to read it and then drop it to move on to something else. Good teachers integrate the reading text into interesting class sequences, using the topic for discussion and further tasks, using the language for Study and later Activation.

Of all the language skills, reading is the most private, and there is a problem in getting feedback on a private process. The notion of privacy in reading can sometimes be related to learner needs: a learner may need material of a different level and topic to other learners in the group, which may involve the teacher in the provision of some individualized reading in the programme. Teachers have to be able to assess the difficulty of the materials for the learners and to grade them according to familiarity of topic, length and complexity of structure and possible number of unfamiliar words/expressions, as overloading learners with too much may involve them in decoding vocabulary at the expense of reading for meaning. Teachers can also develop and foster appropriate skills according to reading purpose, for example by encouraging students to read quickly when it is appropriate to do so. Timed activities or ‘speed reading’ cab be related to the private nature of the reading process. Every theory has its day. Consequently, the transferability of principled flexible skills to different types of reading materials is one of the most effective things to develop in the reading skills class.