Posting 6 : Posting 6 Dear students please answer these questions and post them in your blog as posting 6.
BLOG QUESTIONNAIRE-SKBP 1023
Age:21
Tutorial Group:3
LECTURER: Associate Professor Madya Datin Dr Norizan Abdul Razak
1. Do you enjoy blogging?
Yes, i do enjoy blogging. it is because, blogging can improve my writing skill and i have learned many new things that i have never done before.
2.Based on your experience what is the benefit of blogging?
The benefit of blogging are blogging can improve my grammar and writing skills.
3.Do you need more assistance to set up your blog ?
Yes because i do not have a blog before.
4.Do you have any memorable/favorite topic in your blog?
Yes, my favorite topic in my blog is concordance. it is because, i know concordance since i am atteding language and ict class. i never heard it before. for me, concordance is a unique program and it veru useful to us.
5.List 5 advantages of blogging for you
- improve my grammar
- i got many input
- we can share our opinion with other
- improve my writing skill.
- reader can comment our mistakes
6.List disadvantages of blogging
- copyright
- other blogger will know our mistakes easily
7.Will you continue blogging after the course?
Yes, because i fall in love with blogging.
8.Do you think that blogging improve your writing?
Yes, of course. from blogging, we have to write carefully before we publish the article or the task. if we do not do it carefully, it will effect the reader`s impression to our blog.
9.Do you think that we should continue with blogging activity for the next batch of students?
Yes, of course
10.Will you recommend your friend to blog
Yes, of course.
11.Can you teach a friend to set up his or her blog
Yes but just the basic set ut because i never have a blog before.
Thursday, April 9, 2009
Sunday, April 5, 2009
nUmbEr FivE.......
Posting 5 : Dear students, for this week your posting 5 is about concordance. Please find 2 articles about concordance and its applications in language learning and provide the links for readers to get to the articles online. Then you need to post your summary of these two articles and add in your own personal view on what benefits concordance will give to language learning and language teachers. Have fun and dont forget to read Mr Afendi's and my lecture notes on concordance that I've prepared last semester.
First article
Using concordance programs in the modern Foreign Languages calassroom
By : Marie Moelle Lamy, Open University, Uk
Hans Jorgen Klarskov Mortensen, Vordig Vordingborg Gymnasium,Denmark.
Graham Davies, Thames Valley University, UK
This article is actually a module and it includes the aims, authors of this modul and the introduction of concordance. The modul starts with, what are concordancers and how can they help language teacher. Second, concordance software and corpora. Third, how does the use of concordance fit in with language teaching methodologies. Fourth, some practical illustrations. Fifth, preparing yourself and your students for working with concordancers. Last but not least, the future of concordancing in the classroom. This article tell us about the uses of concordancing for language teachers through some practical illustrations. Besides that, the teacher also can use a concodancer to find examples of vocabulary, typical collocations, a point of grammar or even the structure of a text. On the other hand, students can work out rules of grammar or usage and lexical features for themselves by searching for keywords in context.
For more information, click the link below :
http://www.ict4lt.org/en/en_mod2-4.htm#_Toc481294171
Second article
Building and Using Your Own Carpus and Concordance
By : Watson Todd
This article shown how both teachers and student can build and use their own corpora and concordances. Futhermore, using the approaches suggested in this article allows teachers and student outside to gain the benefits of using corpora and concordancing in learning and provides bountiful opportunities for students to discover the patterns of english. Besides that, this article explain more about the concordance and there are a lot of examples.
For more information, click the link below :
http://arts.kmutt.ac.th/call/doc/BuildingandUsingYourOwnCorpusandConcordance.pdf
My own personal view on what benefits concordance will give to language learning and language teachers are……..
Concordance programs are very useful to language lerning and language teachers. There are a lot of benefits that we can gain from concordance. First, the teacher can use a concordancer to find examples of authentic usage to demonstrate features of vocabulary, typical collocations, a point of grammar or even the structure of a text. Second, the teacher can generate exercises based on examples drawn from a variety of corpora, for example gap-filling exercises and tests. Besides that, students can work out rules of grammar or usage and lexical features for themselves by searching for key words in context and its depend on their level, they can be invited to question some of the rules, based on their observation of patterns in authentic language. On the other hand, students can be more active in their vocabulary learning. And its depend on their level, they can be invited to discover new meanings, to observe habitual collocations, to relate words to syntax, or to be critical of dictionary entries.
I think, that all for number five.....tQ
First article
Using concordance programs in the modern Foreign Languages calassroom
By : Marie Moelle Lamy, Open University, Uk
Hans Jorgen Klarskov Mortensen, Vordig Vordingborg Gymnasium,Denmark.
Graham Davies, Thames Valley University, UK
This article is actually a module and it includes the aims, authors of this modul and the introduction of concordance. The modul starts with, what are concordancers and how can they help language teacher. Second, concordance software and corpora. Third, how does the use of concordance fit in with language teaching methodologies. Fourth, some practical illustrations. Fifth, preparing yourself and your students for working with concordancers. Last but not least, the future of concordancing in the classroom. This article tell us about the uses of concordancing for language teachers through some practical illustrations. Besides that, the teacher also can use a concodancer to find examples of vocabulary, typical collocations, a point of grammar or even the structure of a text. On the other hand, students can work out rules of grammar or usage and lexical features for themselves by searching for keywords in context.
For more information, click the link below :
http://www.ict4lt.org/en/en_mod2-4.htm#_Toc481294171
Second article
Building and Using Your Own Carpus and Concordance
By : Watson Todd
This article shown how both teachers and student can build and use their own corpora and concordances. Futhermore, using the approaches suggested in this article allows teachers and student outside to gain the benefits of using corpora and concordancing in learning and provides bountiful opportunities for students to discover the patterns of english. Besides that, this article explain more about the concordance and there are a lot of examples.
For more information, click the link below :
http://arts.kmutt.ac.th/call/doc/BuildingandUsingYourOwnCorpusandConcordance.pdf
My own personal view on what benefits concordance will give to language learning and language teachers are……..
Concordance programs are very useful to language lerning and language teachers. There are a lot of benefits that we can gain from concordance. First, the teacher can use a concordancer to find examples of authentic usage to demonstrate features of vocabulary, typical collocations, a point of grammar or even the structure of a text. Second, the teacher can generate exercises based on examples drawn from a variety of corpora, for example gap-filling exercises and tests. Besides that, students can work out rules of grammar or usage and lexical features for themselves by searching for key words in context and its depend on their level, they can be invited to question some of the rules, based on their observation of patterns in authentic language. On the other hand, students can be more active in their vocabulary learning. And its depend on their level, they can be invited to discover new meanings, to observe habitual collocations, to relate words to syntax, or to be critical of dictionary entries.
I think, that all for number five.....tQ
Friday, April 3, 2009
Thursday, April 2, 2009
nUmbEr fOuR.........
WOMEN AND ICT………
All students are required to go to Tun Sri Lanang library during your tutorial times and do the following: Go to the Internet lab section of the library at the main entrance. Ask the librarian where is the DOA- Dissertation online and find out what it is and also find out the online databases subsribed by TSL libraries. Then you need to search for EBSCOHost,and Lisa Net. Find 2 articles related to one of the following topics from any online databases subsribed by TSL. CALL Bridging Digital Divide Women and ICT E-Learning Summarize these articles and post them as fourth posting.
i found these two articles from EBSCOHost database that related to Women and ICT....
First article
Does Gender Still Matter? A Study of the Views of Women in the ICT Industry in New Zealand.
by Barbara J. Crump*, Keri A. Logan and Andrea McIlroy
This article discussed about using data from in-depth interviews with female information and communication technology (ICT) professionals from New Zealand's four main cities. This article uses a social constructivist framework to investigate the women's perceptions of their ICT work place. The results show that there are regional differences in organization type, job category and salaries, as well as in the perceptions of the women towards their environment. Most women did not actively seek to be employed in ICT. While they enjoyed working in the environment, there was an obvious gendering of the workforce with most technical positions being held by men and women working mainly in the softer side of ICT. The women perceived their gendered roles to be a highly important and an integral part of ICT and believed their salaries were equitable with their male colleagues. Having a greater understanding of how women view their ICT work place will contribute to attracting and retaining them in an industry where a shortage of skills is envisaged in the near future.
Second article
From Virtual to Local Realities: Access to ICT and Women Advocacy Networks in Turkey
By Nurcan Torenli
This article discussed about compare and contrast the two theoretical approaches and discuss the policy implications from a critical perspective. It is claimed that the knowledge society approach is more appropriate in the understanding of specific problems of Turkey with regard to the production, distribution, access, and power relationships in the context of ICTs. The main empirical focus of the paper is women advocacy networks and their use of ICTs. In order to substantiate the claims developed in the theoretical discussion, the results of the survey conducted among women advocacy networks are presented. The main finding of the survey shows that, in the context of Turkey, the ICTs and advocacy networks are used only by an elite sector of the Turkish women. In contrast with the assumed potential of the ICTs as inclusive technologies, the fact that they can work to exclude large segments of the population casts doubt on the universal validity claims of the mainstream theories.
All students are required to go to Tun Sri Lanang library during your tutorial times and do the following: Go to the Internet lab section of the library at the main entrance. Ask the librarian where is the DOA- Dissertation online and find out what it is and also find out the online databases subsribed by TSL libraries. Then you need to search for EBSCOHost,and Lisa Net. Find 2 articles related to one of the following topics from any online databases subsribed by TSL. CALL Bridging Digital Divide Women and ICT E-Learning Summarize these articles and post them as fourth posting.
i found these two articles from EBSCOHost database that related to Women and ICT....
First article
Does Gender Still Matter? A Study of the Views of Women in the ICT Industry in New Zealand.
by Barbara J. Crump*, Keri A. Logan and Andrea McIlroy
This article discussed about using data from in-depth interviews with female information and communication technology (ICT) professionals from New Zealand's four main cities. This article uses a social constructivist framework to investigate the women's perceptions of their ICT work place. The results show that there are regional differences in organization type, job category and salaries, as well as in the perceptions of the women towards their environment. Most women did not actively seek to be employed in ICT. While they enjoyed working in the environment, there was an obvious gendering of the workforce with most technical positions being held by men and women working mainly in the softer side of ICT. The women perceived their gendered roles to be a highly important and an integral part of ICT and believed their salaries were equitable with their male colleagues. Having a greater understanding of how women view their ICT work place will contribute to attracting and retaining them in an industry where a shortage of skills is envisaged in the near future.
Second article
From Virtual to Local Realities: Access to ICT and Women Advocacy Networks in Turkey
By Nurcan Torenli
This article discussed about compare and contrast the two theoretical approaches and discuss the policy implications from a critical perspective. It is claimed that the knowledge society approach is more appropriate in the understanding of specific problems of Turkey with regard to the production, distribution, access, and power relationships in the context of ICTs. The main empirical focus of the paper is women advocacy networks and their use of ICTs. In order to substantiate the claims developed in the theoretical discussion, the results of the survey conducted among women advocacy networks are presented. The main finding of the survey shows that, in the context of Turkey, the ICTs and advocacy networks are used only by an elite sector of the Turkish women. In contrast with the assumed potential of the ICTs as inclusive technologies, the fact that they can work to exclude large segments of the population casts doubt on the universal validity claims of the mainstream theories.
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