Thomas' Work Space

1. View screens (best viewed side by side, but note that left and right screen are not synchronized):
   1. for full slide show (note the included short links for convenient further reading), left screen
   2. for Sanako interface and full audio track, right screen.
2. Table of contents:
   1. Overview of a Sanako Oral Exam
   2. Examples of Exam teachers’ exam question recordings
   3. Example of a Sanako Exam
   4. Loop induction
   1. creating an exam question recording
   2. by taking a Sanako exam as a student
   5. Step-by-Step of administering a Sanako oral exam
   6. Grading Sanako oral exam student files
      1. Sanako voice insert for
         1. facilitating recording oral assignments for student without hard-coded pauses
         2. commenting on student responses during grading
   7. Sanako authoring tool for providing visual on top of aural cues to students
3. 

1. Support for more languages is planned (Chinese, Japanese):
2. 
3. The interesting approach based on parallel corpora provides a wealth of empirical data, albeit a bit raw  and of varying quality, e.g.:
4. 

The Foreign Service Institute language learning materials  – consisting of scanned documents and digitized audio of multiple courses per language – were still a heavily-advertised resource when I visited the Defense Language Institute in Monterey in 2006.

It is nice to see these resources be made available for free. It is also nice to see the progress that has been made not only in technological adaptation of textbook learning materials since these materials were made available (post WW II?).

This, however, comes at a cost. If you shun it, and do not take a course that works which requires (and entitles you to the use of) a textbook, here are easily accessibleviewable learning materials for a large set of languages, including many LCTL: Amharic, Arabic, Bulgarian, Cambodian, Cantonese, Chinese, Chinyanja, Czech, Finnish, French, Fula, German, Greek, Hausa, Hebrew, Hindi, Hungarian, Igbo, Italian, Japanese, Kirundi, Kituba, Korean, Lao, Lingala, Luganda, Moré, Polish, Portuguese, Romanian, Russian, Serbo-Croatian, Shona, Sinhala, Spanish, Swahili, Swedish, Tagalog, Thai, Turkish, Twi, Vietnamese, Yoruba.

The Forums , however seem to indicate that not too many still use these options. The transformation into a (technologically superficially) more modern format here is limited to very few languages and courses (and crashed my web browser).

Go to  Google translate and do like so. Useful for learning, as well as typing when teaching.

1. Wish my Latin teacher at home would have had such a nice tool when he analyzed the “Ante mare et terras et quod tegit omnia caelum / unus erat toto naturae vultus in orbe / quem dixere chaos”, he had only me:
2. 
3. Now how could such exercise creation made more automated by having it accept the output of NLP tools like Treetagger?

1. Comparative recordings are one of the best-established practices in SLA with technology. We can implement them here using:
   1. The Sanako Study 1200 language lab software installed in LRCRoomCoed434 facilitates comparative recordings by students, based on a teacher-provided model audio, with its student dual track recorder software.
   2. Moodle’s Simple file upload assignment aids in managing the workflow,
      1. from delivering the audio file with the model recording to the student
      2. to  organizing, assessing and grading the student input.
2. For the teacher
   1. to create such an exercise, she
      1. creates an audio recording that serves as a model for the student pronunciation – a special application of our Audacity recording introduction. It is advised, however, to insert clear cues for the student to start his repetition.
      2. creates a Moodle’s Simple file upload assignment to which she attaches the audio recording
   2. continue with How a teacher grades a Moodle simple file upload assignment

3. For the students to take such an exercise:

   1. How a student takes a Moodle Simple file upload assignment
   2. TBA: Sanako Student Recorder

1. This first-year German textbook comes with a Companion Website with free online exercises, organized by chapter, on the publisher’s website (different from the Quia.com –based workbook and lab manual exercises).
2. From the instructor guide: “The Companion Website is a robust online resource designed to give students a chance to practice and further explore the vocabulary, structures, and cultural themes introduced in the text. For each chapter, students will find self-grading practice exercises on vocabulary and grammar topics as well as Web-based reading and writing activities. Web links to carefully selected sites in Germany, Austria, Switzerland, Luxemburg, Liechtenstein, and South Tyrol (Italy), accompanied by interesting activities, provide additional interaction with the cultures of these German-speaking areas of Europe. Also available on the Website are the audio components of the Student Text and the SAM, as well as an interactive vocabulary flashcards tool. ”
3. These exercises include vocabulary practice, even flash cards.
4. The auto-correction feature provides:
1. some useful feedback for further study,  
2. summary grades
3. and an email to teacher function that should facilitate Syllabus integration of this useful resource:  

How do you compare this to Microsoft Maren and Google Arabic keyboard input?

Using the UIME, you can “type any language with any keyboard on any web page, using only the Roman characters present on every keyboard.”

And you can install your favorite input language in your web browser, like so: