Teaching Oral Language via Technology

[Rudy Troike]

Mathias' description of vizlingo sounds like a very exciting potential
tool for quick creation of useful teaching materials in many contexts.
I wanted to add that the sketches we used (done by Bernardo Vallejo)
also gave culturally authentic depictions of the settings and actions,
which would be relevant to teaching indigenous languages.

   Rudy


Quoting Mathias Bullerman <webmaster at saivus.org>:

> Regarding Craig's initial inquiry and Rudy's followup pertaining to
> visual means of language learning, software called vizlingo is
> launching shortly with a product that transliterates text sentences
> into 1-2 second video clips. The beta is curently viewable at
> vizlingo.com, shortly there will be an upload function where users can
> submit their own videos with customized captions, with the ability to
> post sentences to social-media pages. The beta is plagued primarily
> with mis-captioned videos and mis-synchronization, but it could be
> great for language revitalization. It currently supports audio.
>
> The kinetic nature of the program allows for lots of freedom in
> illustrating verbs. Symbolism (subjective to culture) enables the
> visual representation of abstract concepts.
>
> The beta has many pitfalls and mistaken inferences are a problem, but
> an organic 'visual grammar' is emerging, one that can elucidate many
> grammatical distinctions such as active vs. passive verbs, deictic vs.
> anaphoric pronouns, tense vs. aspect, etc. Such 'visual grammar'
> amounts primarily to production style. For example:
>
> 'was given' = video screen consists primarily of a person facing the
> front of the camera, being given something by a hand.
>
> 'is giving' = video screen consists of primarily of the back of a
> person giving something to the body of another person in the background.
>
> Genericness in production style helps alleviate mistaken inferences as
> well as the need for an exorbitant number of clips by countering
> specificity. For example:
>
> 'to give' (something) = a clip of someone giving someone else such as
> a cookie, a cup, a watch, etc. (3+ clips needed to accommodate the
> object)
>
> vs.
>
> 'to give' (generic) = a hand moving holding some indiscernable object
> (or an object iconic to giving, such as a present) toward the body of
> another person. (1 clip needed, followed by a clip of the noun).
>
> Of course, it's infeasible to discuss everything about the product's
> design, advantages, limitations, possibilities, etc. The main benefit
> is that it allows one to quickly illustrate sentences with either
> static images or brief video clips.
>
> -Mathias Bullerman
>
>
>
> Quoting Rudy Troike <rtroike at EMAIL.ARIZONA.EDU>:
>
>> In regard to Craig's important question, in our 1968 book on Cochabamba
>> Quechua
>> (Bills, Vallejo, and Troike), we used sketches to illustrate sentences and
>> exchanges in conversations, as mnemonics for supporting memorization. Though
>> the text introduced the conversations (and other practice/explanatory
>> material)
>> in written form to accompany the audiotape practice activities, this could
>> easily be substituted with accompanying online oral translation (a purely
>> visual representation could lead to mistaken inferences). Psycholinguistic
>> research makes clear that most second language learning involves 
>> translation,
>> until a fair level of proficiency is attained. An eclectic approach which
>> utilizes 'whatever approaches work'(and this can differ between individuals
>> and even for the same person at different times) is the best way to 
>> go. There
>> is no room for orthodoxy or ideology in language teaching methods. Using
>> multiple modes of presentation and practice to keep motivation high 
>> and avoid
>> discouragement is really essential. Part of this is following a 'spiral'
>> review, reintegration, and practice, to keep building without losing 
>> what has
>> been gained. Developing self-confidence in the use of the language is an
>> important ingredient. It is also especially important to keep in mind that
>> receptive knowledge/understanding can grow faster than productive oral
>> ability,
>> and will ultimately form a foundation for greater oral ability, so a
>> successful
>> program should keep this in mind, and include 'passive' 
>> hearing/comprehension
>> activities which do not require oral production.
>>
>>   Rudy Troike
>>
>>   University of Arizona
>>   Tucson, Arizona