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Learning Languages via Telecollaboration: “Variation on the Theme”статья
- Автор: Nazarenko Alla Leonidovna
- Сборник: 12th International Conference Innovation in Language Learning. Conference Proceedings
- Том: 12
- Год издания: 2019
- Место издания: Filodiritto Publisher Bologna (Italy)
- Первая страница: 160
- Последняя страница: 165
- Аннотация: Telecollaboration has two famous forms: teletandem (t-Tandem) and the intercultural telecommunication project (Cultura model) [Helm 2015]. Here we concentrate on teletandem. The tandem method of learning languages means a mutual free exchange of language knowledge [Vassallo, Telles 2006]: two native speakers agree between themselves to teach each other their mother tongues. In the course of their tandem interaction they constantly rotate their functions of teacher and learner. Their collaboration is absolutely autonomous: they are independent of any institution and free of any financial obligation to each other. They are equal and equally interested in successfully learning their partner's language (principles of reciprocity and parity of languages). MSU (Russia) and VCU (USA) adapted the initial tandem method to enhance their students' mandatory foreign language learning (English and Russian, accordingly) under their curriculum [Brinkwirth, Boikova, Nazarenko 2017]. The tandem-partners communicate via ICT (t-Tandem). A free independent tandem is transformed into an institutional one (i.e. is included into the students' curricula as an elective learning activity). The autonomy of tandem learning is preserved but in a slightly restricted way due to the necessity to evaluate its successfulness. For this each partner university has a curator, a real teacher (of Russian – at VCU and of English – at MSU), whose functions are those of a facilitator, organiser and administrator [O'Dowd 2015]. A structure of teletandem, suitable for both sides, was worked out. It has three stages: an introductory videoconference for MSU and VCU students to meet and make tandems; task-based autonomous learning in tandems resulting in the preparation of Power Point presentations on a developed theme and a final videoconference with students making their presentation for discussion. The conclusion emphasizes students’ satisfaction as a factor to evaluate the successfulness of the teletandem project.
- Добавил в систему: Назаренко Алла Леонидовна