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Developing Teacher Language Awareness through WEBLA
Jose Lai
English Language Teaching Unit
The Chinese University of Hong Kong
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What is WEBLA?A 3-level interactive web-based language awareness learning
package for English teachers –
Level 1: develops teachers’ language awareness of different modes of writing (description/narration/exposition/persuasion) and t
heir corresponding language features. With such knowledge, teachers are encouraged to identify possible reading strategies for effective reading.
Level 2: enhances teachers’ appreciation of the richness of language features used in various types of written texts; how writing
techniques are skillfully employed to achieve the writing purpose of each mode of writing; and how efficient readers may process different text-types accordingly.
Level 3: consolidates teachers’ knowledge of “language awareness” by inviting them to create relevant activities for their own le
arners using pre-set templates.
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WEBLA: Objectives To propose a theoretical framework for creating language
awareness activities using authentic texts
To introduce English teachers’ to the richness of language features used in various written texts
To demonstrate how specific language features are skilfully employed in achieving the writer’s’ purpose
To introduce English teachers to effective reading strategies
To allow teachers learn through the package on a self-directed basis
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What is Language Awareness?
Accordingly to the Association for Language Awareness, it refers to
“the explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use”.
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Language Awareness: Written Texts
Knowledge of: Organisational structure Grammatical structure Style and tone Cohesion Word choice Reading strategies
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Why is Language Awareness Important?
To deal with problems that occur in language use process
To reach higher levels of understanding and use of language (van Lier, 1995, p.3)
To enhance effective language learning
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Teacher Metalinguistic Awareness
Knowledge of the underlying systems of the language enables teachers to teach effectively (Thornbury, 1997).
Specifically, it helps enable students to receive maximal input for learning how knowledge can be appropriately used (Andrews, 1999).
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Newspapers as Resources
Language awareness work relies on noticing the language around us and examining authentic language use in a critical manner.
The best way to do formal linguistic analysis is to work with a text.
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WEBLA: Features
(a) Experiential: Concrete tasks Reflection(b) Personal: My profile(c) Resourceful: Learning activities and
learning objects(d) Evaluative: Review test and peer review
of teachers’ learning objects(e) Supportive: Language notes, feedback,
online dictionary, glossary(f) Systematic: Macro Micro
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WEBLA: Deliverables
A 3-level self-learning package of interactive web-based language awareness learning activities
http://webla.proj.hkedcity.net/
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WEBLA: Expected Outcomes
Enhanced teacher language awareness with regard to written texts of different modes
Enhanced reading efficiency with the help of genre knowledge and linguistic insights
Skills and competence in designing language awareness activities for the learners they teach
Enhanced reading interest
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WEBLA: Looking Forward
Downloadable templates
Large resource bank of articles
Related research activities
Official launching date: Nov 13, 2006