Friday, April 28, 2017
12:30-2:00 & 2:00-3:30
Rm604, Asian Centre (1871 West Mall), UBC
Light refreshments will be provided.
RSVP by Apr. 24 midnight: firstname.lastname@example.org
- Engaging Students in Speaking Tasks using Technology
Mr. Raymond Pai, Coordinator of Cantonese Language Program, Asian Studies, UBC
In this hands-on workshop, Raymond is going to introduce the following tools that he has used effectively in his language teaching for student activities inside and outside the classroom as well as for oral exams.
- VoiceThread – a multimedia platform for commenting and recording, good for coursework assignments and projects;
- Blackboard Collaborate – an online chatroom system which has a recording feature, good for collaborative practice and test purposes;
- Padlet – a real-time casting system from participants’ devices to the teacher’s device, great for in-class discussions and interactions;
- Typeform – a real-time voting system, great for in-class polls;
- Dubroo and Youtube – video dubbing and subtitling good for assignments and projects.
Raymond will introduce examples of how the above tools are used in his own classrooms and explain easy it is to use these tools to design activites for your own language class. The participants are encouraged to bring their own laptops.
- Listening Comprehension in Second Language Teaching and Learning
Dr. Wei Cai, Associate Professor, School of Languages, Linguistics, Literatures and Cultures, University of Calgary
Listening is an important skill for communication and language learning, as understanding what the interlocutor says is a necessary step for engaging in a communicative activity. Learners also need aural input to acquire a second language (L2). This talk will first provide a synthesized overview on L2 listening theory, core issues and key findings in L2 listening, and empirically validated pedagogical practices. The second part of the talk focuses on two empirical studies that examine factors affecting L2 listening. These studies examines the roles of vocabulary knowledge, word recognition speed, sound discrimination skill, grammar knowledge, as well as metacognitive knowledge in second language listening proficiency.