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. This exam file has been authored with the Sanako Study 1200 TBA:authoring tool. It is displayed from  the Sanako tutor application:
   1. images on a projection screen connected to the teacher computer,
   2. aural portion through the tutor-controlled Sanako student player and headsets. 
2. To protect the integrity and allow for reuse of the exam, only the initial instruction, example and collection of the results of an exam with visual cues are shown in this screencast.

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).

http://www.call4all.us///home/index2.php

1. Here you can haz dictionaries. And if you use them in the Language Resource Center, you even have the chance to  run into someone who can show you how to use them well.
2. http://linguistlist.org/sp/GetWRListings.cfm?WRAbbrev=Dict
3. http://lexicall.widged.com/repository/listing.php?category=words

1. One of the Sanako Student player’s useful features  geared toward language learning activities, is that it can save the teacher the time and effort for inserting pauses into their audio recordings,  so that students can record responses into them.
   1. Meaning the teacher can just press the red speak button and record through the entire file in one sitting.
   2. The teacher can still help students finding their way around the file, especially where to insert their own audio recording responses, by adding aural cues.
      1. This can be done in minimal time: I once saw a teacher use a bicycle bell – and why not, if it saves time.
      2. A spoken instruction “Respond”/”Answer in 10 seconds” is not more difficult to spot (unless only the voice graph is being browsed) and might be even better.
      3. If you have spare time: 
         1. You can post-edit the file with audacity, generating and inserting sinus tones.
         2. You can use the Sanako player to insert bookmarks instead of cues.
2. As long as students have been instructed to how to use voice insert recording mode with the Sanako student recorder.
   1. This is for self access of students to teacher recorded files – be it during class or homework.
   2. If you want to record students under exam conditions, a similar insert recording feature is available within the activity: Model imitation, but not with a pre-recorded file, only when the live teacher is the program source students listen to for cues.

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