Course: Second Language Teaching/Article Presentation - Essay Example

Article Presentation: Technology in the room Second Language Teaching October 9, Article Presentation: Technology inthe ClassroomSummary The chapter discussion entitled “Technology in the Classroom” written by Mike Levy proffered pertinent issues relative to evolution of technological applications in secondary language teaching and learning. Initially, the author differentiated the five levels of technology learning, to wit: (1) material level: that which can be seen and touched (television, digital camera, computer); (2) multipurpose software level: use of learning management systems (Blackboard, eduKate, Scholaris); (3) technological applications and tools (email, videoconferencing, Microsoft Office); (4) resource level that enables access to authentic materials (online newspapers; Linguascope); and (5) component technologies that support other host programs (spell and grammar checkers, electronic dictionaries) (Levy, pp. 279-280). Concurrently, the role of technologies was specifically identified in key language skills and issues that were categorized as presented as follows:Listening: Learning Goals: “to facilitate segmentation, repetition, speed regulation, interactivity, and links to further information” (Levy, p. 280); Available Programs: Windows Media Player, Audacity, YouTube, podcastVocabulary: Learning Goals: “systematic recycling of new items at optimal intervals, recontextualization, memory support to promote recall, and production and feedback opportunities” (Levy, p. 281); Available Programs: Compleat Lexical Tutor, WordChamp, smart phone applicationsWriting: Learning Goals: to “facilitate the flexible manipulation of text, enable drafting andredrafting to occur easily, and the eventual product may be presented to a professional standard (Levy, p. 281); Available Programs: Word Processing Programs, student-designed webpages, etc.

Reading: Learning Goals: to facilitate competencies in reading and comprehension Available Programs: electronic dictionaries, computer-based training programs and activities to build skills on extensive reading.Speaking: Learning Goals: to address the “the need for oral production, interaction, and dialogue via audio, or practice of the oral skill in conditions where access to conversational partners intheL2 may be limited” (Levy, p. 282) Available Programs: VoIp, Skype, audio and video-conferencing; voice chatGrammar: Learning Goals: develop competency and adherence to grammatical rules Available Programs: Hot potatoes software; flexibility in using Flash audio player in default formatsPronounciation: Learning Goals: develop competency and adherence to correct pronunciation Available Programs: computer-aided pronunciation training (CAPT)Discussion Questions1.

Given the expanse of evolution and development that has been identified in the article, could educators and second language learners confirm that the current technological applications that aim to develop learning skills in the abovementioned areas are already sufficient to achieve the learning goals that were identified? Explain.2. From the role that technology has assumed in developing language skills, which particular skill/s needs further enhancement to effectively address any eminent weaknesses in technological applications that is currently available?

Meaning, what suggestions for improvements could still be recommended in technology to address any of the identified learning skills?ReferenceLevy, M. (n.d.). Chapter 29: Technology in the Classroom. Title of the Book. Publisher.