Methods of Research in Language and Language Learning:
APLNG 581 Discourse Analysis (Meets objective 4, 5)
In this class, we were provided an overview of the various theories of and approaches to the analysis of spoken and written discourse. They are served as tools and frameworks for us to carry out our own preliminary research. A variety of research papers and data were provided for us to discuss and practice analyzing. Among which, ones that targeting on the analysis of classroom interactions gave me some insight about my future teaching from a different perspective than in other courses. Though journals that we wrote for this class made us get more and more familiar with data analysis like how and what to look at a spoken or written discourse.
For final project, I did a comparative study of American and Chinese TV show host from the perspective of Conversation Analysis. In the process of collecting, transcribing, and analyzing the data, I practiced to examine and analyze this specific spoken discourse, and through which I raised the awareness of the hosts' language use in this genre, their position-taking through the use of language, andthe similarities and differences due to social/cultural factors as well.
Below is a research paper which examines the interrelationship between literacy and the socialization of incipient ideology by focusing on one first-grade classroom in Iran, which I think is though-provoking and helpful for my teaching. Also, here is my final project of this class.
APLNG 581 Discourse Analysis (Meets objective 4, 5)
In this class, we were provided an overview of the various theories of and approaches to the analysis of spoken and written discourse. They are served as tools and frameworks for us to carry out our own preliminary research. A variety of research papers and data were provided for us to discuss and practice analyzing. Among which, ones that targeting on the analysis of classroom interactions gave me some insight about my future teaching from a different perspective than in other courses. Though journals that we wrote for this class made us get more and more familiar with data analysis like how and what to look at a spoken or written discourse.
For final project, I did a comparative study of American and Chinese TV show host from the perspective of Conversation Analysis. In the process of collecting, transcribing, and analyzing the data, I practiced to examine and analyze this specific spoken discourse, and through which I raised the awareness of the hosts' language use in this genre, their position-taking through the use of language, andthe similarities and differences due to social/cultural factors as well.
Below is a research paper which examines the interrelationship between literacy and the socialization of incipient ideology by focusing on one first-grade classroom in Iran, which I think is though-provoking and helpful for my teaching. Also, here is my final project of this class.
13strauss_and_feiz_beyond_alef__be__pe.pdf | |
File Size: | 195 kb |
File Type: |
Elective Courses:
APLNG 572 Communication in Second Language Classrooms (Meets objectives 3, 4, 6, 7)
This course focused on helping us understand the dynamics of communication in second/foreign language instructional settings. Different
variables were examined which shape the nature of communication in second/foreign language classrooms. Topics including the language behaviors of teachers and students, how teachers and students use language to think together and how to build the classroom community. Concepts such as interthinking, intersubjectivity, scaffolding, conversational ground rules, zone of proximal development (ZPD) and intermental development zone (IDZ) were introduced and discussed in this course as well. A variety of ESL/EFL classroom data were analyzed in order to further understand related concepts and frameworks.
One of the projects for this course was the Collaborative Classroom Language Analysis Project (CCDAP). The purpose of this project was to provide us with multiple guided opportunities to work with a classroom language data set. This was the opportunity for us to apply new theoretical and pedagogical constructs to actual classroom language data. We were required to work in groups of 3-4 students. Our group collected the classroom data from a reading course of Level 2 in IECP program, and below is our final analysis.
APLNG 572 Communication in Second Language Classrooms (Meets objectives 3, 4, 6, 7)
This course focused on helping us understand the dynamics of communication in second/foreign language instructional settings. Different
variables were examined which shape the nature of communication in second/foreign language classrooms. Topics including the language behaviors of teachers and students, how teachers and students use language to think together and how to build the classroom community. Concepts such as interthinking, intersubjectivity, scaffolding, conversational ground rules, zone of proximal development (ZPD) and intermental development zone (IDZ) were introduced and discussed in this course as well. A variety of ESL/EFL classroom data were analyzed in order to further understand related concepts and frameworks.
One of the projects for this course was the Collaborative Classroom Language Analysis Project (CCDAP). The purpose of this project was to provide us with multiple guided opportunities to work with a classroom language data set. This was the opportunity for us to apply new theoretical and pedagogical constructs to actual classroom language data. We were required to work in groups of 3-4 students. Our group collected the classroom data from a reading course of Level 2 in IECP program, and below is our final analysis.
572_ccdap_paper_final_edition-2.docx | |
File Size: | 25 kb |
File Type: | docx |
572_presentation.pptx | |
File Size: | 1450 kb |
File Type: | pptx |
APLNG 588 Design and Research of Technology-Mediated Language Learning
APLNG 589 Technology in FL/SL Education (Meets objectives 1, 4, 7)
Computer-based language learning (CALL) has been widely discussed and promoted these days, and I have strongly interest in this new way of teaching and learning. These two courses introduced us a great deal of technologies (such as software, websites, etc) which we can applied into language teaching. And we also got a chance to design our own courses which have such technologies embedded in it. How to use them effectively, how to evaluate the technology, how to evaluate students' progress, the teaching context, these are the things we need to think about when designing our courses. Coming up with related research on technology-mediated language learning is also one thing that we learned in these courses.
We were required to come up with a couple of technology-mediated language course design by team work, and we got many great ideas of teaching with the aid of technologies. Below is one of our mini projects from APLNG 589, and it is about using voicethread and tongue twisters to teach pronunciation.
APLNG 589 Technology in FL/SL Education (Meets objectives 1, 4, 7)
Computer-based language learning (CALL) has been widely discussed and promoted these days, and I have strongly interest in this new way of teaching and learning. These two courses introduced us a great deal of technologies (such as software, websites, etc) which we can applied into language teaching. And we also got a chance to design our own courses which have such technologies embedded in it. How to use them effectively, how to evaluate the technology, how to evaluate students' progress, the teaching context, these are the things we need to think about when designing our courses. Coming up with related research on technology-mediated language learning is also one thing that we learned in these courses.
We were required to come up with a couple of technology-mediated language course design by team work, and we got many great ideas of teaching with the aid of technologies. Below is one of our mini projects from APLNG 589, and it is about using voicethread and tongue twisters to teach pronunciation.
technology_-_mini_project_1.docx | |
File Size: | 282 kb |
File Type: | docx |
And in APLNG 588, I re-used this topic, and came up with a research on examining the effectiveness of using voicethread and tongue twisters to teach pronunciation.
final_project_-xiaohang_yu.docx | |
File Size: | 36 kb |
File Type: | docx |
APLNG 597B Multilingual Identities (Meets objectives 3, 4)
In this course we focused on exploring personal meanings of language learning as historically and culturally grounded experience. We discussed constructs such as ‘identity,’ ‘self,’ and ‘subjectivity’ as they are illustrated in literary and other autobiographical works of multilinguals. By reading their narratives, we had an idea about their process and desire in language learning and socialization. We also thought about how these insights might enhance teachers’ understanding of students’ lives and influence the practice of teaching.
For final project, I chose to conduct a critical review of literature on a topic related to the course content. What I discussed was the issue about bilingual education and ethnic identity of Korean Chinese. The reason I chose this topic was because there is a large population of Korean Chinese in my hometown, and they might be my potential students after I go back and teach English. In this paper, I discussed the current situation and the difficulties that they are facing about language learning, and hopefully these insights could help me to raise my awareness of students like them. Below is my final paper.
In this course we focused on exploring personal meanings of language learning as historically and culturally grounded experience. We discussed constructs such as ‘identity,’ ‘self,’ and ‘subjectivity’ as they are illustrated in literary and other autobiographical works of multilinguals. By reading their narratives, we had an idea about their process and desire in language learning and socialization. We also thought about how these insights might enhance teachers’ understanding of students’ lives and influence the practice of teaching.
For final project, I chose to conduct a critical review of literature on a topic related to the course content. What I discussed was the issue about bilingual education and ethnic identity of Korean Chinese. The reason I chose this topic was because there is a large population of Korean Chinese in my hometown, and they might be my potential students after I go back and teach English. In this paper, I discussed the current situation and the difficulties that they are facing about language learning, and hopefully these insights could help me to raise my awareness of students like them. Below is my final paper.
bilingual_education_and_ethnic_identity_of_korean_chinese.docx | |
File Size: | 35 kb |
File Type: | docx |