How to teach generation Y with technology

The 21st century invites a perhaps begrudging acceptance of the role that technology plays in almost every aspect of daily living. Nevertheless, when it comes to incorporating it into language classes, even the most accepting and forward-thinking teachers may not be able to make the right choices all the time. Indeed, every language teacher could benefit from asking the following pertinent questions (Berk, 2010): How do you decide which technology to use in your classroom?; What criteria, if any, do you use to make an informed choice of technological tools?; Are these criteria related to the learners’ features, pedagogy, and learning outcomes? After reflecting on these questions, the next step should be to examine the research that has so far been conducted on the use of technology by Generation Y learners

The use of academic English vocabulary in the writing of Chinese students

Academic Word List (AWL) comprises 570 words, which cover approximately 10% of most academic texts. The success of students of non - English speaking backgrounds in English medium education depends on the command of these words. This study investigated the level of command over AWL of Xi'an Jiaotong - Liverpool University (XJTLU) final year students. Overall, the students’ writing was similar in profile to native speaker academic writing, with an approximately 12% AWL coverage. A total of 233 AWL - related errors found in the 453,801 - word electronic corpus were mostly related to word form, its part of speech and context, with analysis, focus and affect being the most difficult words

Natural Language Processing (NLP) as an instrument of raising the language awareness of learners of english as a second language

Based on the statistical regularity of certain error types, an interlanguage grammar could be devised and applied to develop an intelligent computer tool, capable not only of identifying the typical errors in L2 student writing, but also of making adequate corrections. The purpose of the corrections is to make the student aware of the language used and then to sharpen the focus on form. The students, left mostly to their own resources when writing academic assignments in English, which is not their first language, are frequently unsure of the grammaticality of their own sentences. Having an opportunity to have each sentence checked by an expert in both English and their particular interlanguage would not only contribute significantly to the readability of their assignments, but would also facilitate language learning. In a situation where language tutors are available only in the classroom, it becomes clear that any artificially intelligent tool which serves this purpose would be of tremendous benefit. Following the introductory thoughts on L2 learnability, this paper describes the research and development work preceding the piloting of precisely such a tool. It then reflects on various aspects of its initial implementation. © 2003 Taylor and Francis Group, LLC

Speech Processing Technology in Second Language Testing

Abstract The purpose of the study describe