SIMULAB, Collaborative Tasks for Language Learning in the Web (original) (raw)
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Simulations in language teaching
System, 1984
The use of simulation for FLL has grown steadily in the last few years, particularly with the advent of 'communicative methodology'. However, many communicative activities used in FLL and dubbed with the label 'simulation' or 'role-play' bear no more than a passing resemblance to 'proper' (non-FLL-designed) simulations. Jones' book is therefore welcome on at least four accounts. It is the first one that addresses (at any length) the use of simulation in FLL; it deals with 'proper' simulation; it is written for first-time usersfor teachers starting to use the technique; and it is well organized on a chapter-to-chapter basis. The chapters are: 1. Why use simulations ?, 2. Choosing simulations for the language classroom, 3. Preparing for the simulation, 4. The simulation in action, 5. The follow-up, 6. Will the simulation work ?, 7. Assessing the result, 8. Simulations in teacher training. A ready-to-use simulation is included in Appendix A, and a summary of the book's main points is given in Appendix B. Rather than describe each chapter, I shall simply pick out some of the weak points in the book, in no particular order.
Using Simulation in Developing the Learning of English as a Foreign Language
Using Simulation in Developing the Learning of English as a Foreign Language, 2024
Language knowledge requires not only an understanding of its grammar and vocabulary but also the ability to communicate appropriately in an effective communicative setting. One of the activities used to allow students to practice communication skills and gain fluency inside the classroom is simulation. Simulation provides a way of creating a communicative setting in which the student actively becomes a part of the real-world system. In the 2021-2022 academic year, teachers in the academic context were able to add some activities inside the classroom that were difficult to add in online lessons that were conducted for two years. In this study, simulation is used to improve learners" communicative abilities, including presenting facts in a grammatically accurate way to match the language used in the circumstance to create a situation that participants consider reliable. To conduct this study, the researchers used a
USING SIMULATIONS IN COMMUNICATIVE ENGLISH LANGUAGE TEACHING
Throughout the years, preparing the individuals for a demanding life and providing the society with socially and intellectually mature citizens have been one of the most important missions of schooling. Assuming this noble mission, educators have sought ways to fulfill the individual's need of being proficient enough to cope with the challenges of the world. In order to achieve this end, through the behaviorist reign, the learner has been regarded as a passive member of the classroom which is shaped by the holy dominance of the omnipotent instructor. But things have turned to a new dimension – the teacher is no longer " the sage on the stage " but the silent overseer in the back. Modern methodology fosters a shift from teacher-centered to student-centered and even student-generated approaches, leaving enough space for maneuver to the individual learner and laying emphasis on the power of self-instruction and responsibility for learning. The greatest emphasis of the instructional act should be placed on the students' exploration of their own attitudes and values. The practical part of this article will explore in detail the theoretical and the empirical dimensions of one of the most important basic active learning activities – simulations.
2009
Although the learners are in a language learning situation, the authenticity of the teaching material, the tasks, and the scenarios means that they can behave as they would in similar situations in their personal lives. 1.1 Task Types used in the EXPLICS products Depending on the aims, content and structure of the language course in which the products will be used different task based approaches can be adopted: Global simulation: When using a global simulation, the whole class is invited to create a fictitious world within a given context (e.g. an apartment block, a village, a company or a conference), to invent the characters living in this fictitious world and to make them interact. A global simulation can constitute a language course in itself at any level of competence, since it is possible to include any language items and skills in the global simulation itself. Global simulations are particularly suited for language tasks that require: brain storming, fact-finding, exploring and problem solving.
Simulation in second language acquisition: Part 3
Simulation & Gaming, 2007
In this third part of the Symposium on Simulation and Gaming in Second Language Acquisition (SLA) contexts, I have included articles describing the development and incorporation of games for SLA instruction as well as the incorporation of simulations into composition curricula in the United States and in Brazil. Jonnie Hill has been adapting game show formats for English classes for more than a decade. She recently spent more than 3 years in the People's Republic of China, facilitating the use of games with her English as a Foreign Language (EFL) students. In her article she describes how she adapted four different quiz show formats from American TV and how her EFL students in China reacted to these games that she introduced into her speaking/listening classes. Curt Reese and Terri Wells describe a game that they created to teach their English as a Second Language (ESL) students conversation skills: THE CONVERSATION GAME. I first learned about this game at a session that Curt Reese presented at the annual TESOL Convention in Tampa, Florida, in 2006. Armed with a stack of yellow, green, and blue cards that said "I couldn't agree with you more," "In my opinion," and "I hate to disagree, but don't you think…", I participated in a conversation game with others who attended this session. It was fun trying to use all of my cards, and I quickly understood how this game could actually help a reticent student to learn to participate more fully in conversations that were taking place in his or her L2. This issue introduces another game, one that the authors created to help international students negotiate the American university system. The game promotes the acquisition of cross-cultural competence by means of game cards known as culture assimilators. Rebecca Damron and I describe the process of creating these game cards for THE UNIVERSITY GAME. We describe the basic structure of a culture assimilator (including the development of critical incidents, potential responses that explain the misunderstanding outlined in the critical incidents, and evaluations of these responses with explanations and culturally appropriate interpretations). In our description of the creation of authentic culture assimilators, we include examples of initial prompts describing the intercultural misunderstandings and the process of
Developing English Speaking Skills Through Simulation-based Instruction
Teaching English with Technology, 2019
Foreign language teachers and researchers face a major challenge enabling students' learning. Not only must they provide training in the target language, but they must also find ways to optimise class time and enhance students' communication skills in the target language. How does technology intersect with English teaching in ways that benefit learning? A possible approach would align with integrating web-based strategies and optimising class time through new methodologies, techniques and resources. In this study, a group of university engineering students were taught with simulations to aid their learning of English as a foreign language. These engineering students were taught English through both class-based and a large-scale real-time web-based simulation. We present the results of quantitative analysis of students' oral production. The goal was to show whether simulation-based instruction contributes to significant progress in oral language production in English. The results indicate that students progressed significantly in four language-related areas: vocabulary, pronunciation, variety of expression and grammar.
The SIMs meet ESL Incorporating authentic computer simulation games into the language classroom
2006
Despite their motivational appeal to learners, innovative and technologically advanced computer simulation games targeting native English speakers frequently remain beyond the competence of ESL learners as independent didactic tools. Guided by Chapelle's (2001) criteria for determining CALL task appropriateness, this paper illustrates how the popular authentic simulation, The SIMs, can be adapted to enhance vocabulary learning through supporting materials. Adult ESL learners completed a five-week unit, experiencing different conditions of supplemental materials while completing tasks using The SIMs. The participants received mandatory supplemental materials in one condition, voluntary access to supplemental materials in the second, and no supplemental materials in the third. The results indicate a statistically significant increase in vocabulary acquisition for the first condition. Student feedback suggests the supplemental materials were beneficial for successful task completion. Thus, how authentic computer simulation tasks are structured and supported appears to have a considerable bearing on the appropriateness of the task.
Situated Language Practice through Global Simulation In Virtual Worlds
Despite the vast amount of research in the field of Second Language Acquisition and following the works of Piaget, Vygotsky and, more recently, situated learning advocators, there is a common discrepancy in main stream education between what and how we teach, and how students learn best. The pedagogical plan presented below seeks to address the above in order to bridge the language forms and functions learnt in class to authentic natural language production, thereby encourage language students' participation in class, and enhance their learning experience with tasks pertinent to the realities of communication in the target language. For this purpose, we will use the concept of "L'immeuble", a global simulation set in a 3D immersive environment where students will interact with the world and with others through an avatar.
This paper describes the design and implementation of the Company Simulation, offered as an experiential, communicative, student-centered and task-based project in the English language course for students of business informatics and e-business at the Belgrade Business School. In Languages for Specific Purposes, simulations are seen as a viable action-based solution to the challenging requirements of new globalized contexts of learning and working. The integrated acquisition of linguistic and subject matter competences and skills via purposeful and meaningful interactions in activities designed to replicate real-world professional tasks has shown to raise students' interest, engagement and investment in their work.