App 4- Listening - Homework PDF

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Application #4

Name: Olivia Pandola

Duolingo: Hawaiian At this point you have all worked through a series of modules on Duolingo to learn Hawaiian. Using just Duolingo’s Hawaiian course as a reference, answer the following questions: 1

As demonstrated in class, Duolingo Hawaiian doesn’t do much to help us with our listening

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skills. What DOES it do? When it comes to listening skills via Duolingo, we all know that this skill is not nearly as

stimulated as it could be. There is only one real feature and/or question type provided throughout the program that touches on listening skills. This can be defined as the type of question in which students are forced to pick a sound that correlates to the provided sound given. Students are required to match one of the four choices (which are also spelled) to the sound provided in order to touch base on listening skills. Additionally, the app technically forces users to listen not only because of these questions but also by reading aloud each word as it is said when students build a sentence on the application.

2

What would you recommend Duolingo Hawaiian do to improve their course with respect to

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listening? Tell me, based on what you read in the textbook (so you might need a citation here) why you think your idea would be helpful. Regarding what I would recommend within Duolingo Hawaiian to improve their course with

respect to listening, there are a few different strategies and considerations I’d make when changing the program. For one, I think that bottom-up processing needs to be implemented; this process can be defined as allowing a listener to build their comprehension by referencing sounds and combining them into words, phrases, clauses, & sentences-- listening in this process is developed in a hierarchal fashion, which is very helpful to students. Likewise, Duolingo should also incorporate Interactive processing, which uses both bottom-up & top-down processing. In this strategy, phonological, syntactic, semantic, and pragmatic information all interact with each other, thus solidifying student comprehension and enhancing their listening skills. Regarding some considerations the platform should make when designing these questions for listening, there needs to be a focus on the dimensions of listening; more specifically, one of these dimensions needs to be affective, which states that students need a sense of motivation to listen. Although the platform has the crowns and badges, something else needs to be added in order to promote higher comprehension and thus, active listening. Additionally, the social dimension also needs to be incorporated, in which Duolingo will address the fact that listening is an interactive process; with this in mind, there needs to be some sense of interaction in which learners can practice listening to someone in a “social” setting, whether it’s a robot or

a live operator, it is essential this happens in order to enhance listening!...