 I would like to introduce to you Kolbrünn Friedrichsta-Pierre. The fact that this name is pretty easy to pronounce already points us to our tonight's topic, which are morphologically complex languages. And this is what Kolbrünn will be talking about. Kolbrünn is a junior lecturer at the faculty of Iceland, and she is also co-author and project manager of the online language course Icelandic Online. Her connection with UCL, she will mention during her talk, so I won't say much about that. And the only other thing I wanted to say is that her research has focused on the acquisition of Icelandic as a second language, and mainly the morphology and how you can teach it. So very well, thank you very much for sitting today and over to you all. Afternoon everyone. So as Sebel said, I'm Kolbrünn Stokke from the University of Iceland, and our session was great Sebel. And first of all I'd like to thank you for giving me the opportunity to speak to you today. So this afternoon I will be talking to you about how the web has provided a great opportunity for the teaching of a small and highly effective language like Icelandic. First I'd like to outline some general information about the course Icelandic Online, and later I will go online to show you detailed examples of search and ideas for the activities. So Icelandic Online is the University of Iceland's free online language course in Iceland. Icelandic Online is student-centered, guided on sequence to interact with and visual exercises as I will show you later. The course is self-instructed and the way we're going to focus is in advance. It offers integrated functions and grammars as you will see also in a minute. And the course presents various oral and written texts followed by comprehension and accuracy exercises. So the development of Icelandic Online started in 2008. Icelandic Online, available in two themes, as we call it doctor and nature, was launched in 2004 for beginners. And Icelandic Online 2 was launched in 2005 for intermediate learners of Icelandic. In 2006 we launched Icelandic Online 1 and 2 Plus, an expanded version of Icelandic Online 1 and 2, serving as a business learning course at the University of Iceland. This expanded version is not free as the other courses have. There's a teacher and me. And in 2006 we also had a tracking system available, which allows us to follow students learning pattern as they travel through the course. There we got some information concerning gender, the students' gender aids, education, where they are studying in the woods. And we know from this tracking system that we have around 600 students a day studying on Icelandic Online. This is quite good. But Icelandic Online is expanded fast. The courses we have now, Icelandic Online 1 and 2, or Icelandic Online overall is now serving as models for perfect development. And we are currently working on three more courses. Icelandic Online 3 and 4 for intermediate to advanced learners of Icelandic, focusing on the 1B2 proficiency level, according to the Diamond placement tests. And another project in the pipeline at the moment is Icelandic Online for Immigrants, for foreign workers in Iceland. And the 5 on Icelandic as reported, focusing on students with no prior experience in foreign language learning. Icelandic Online plays an essential role for certain programs at the University of Iceland now, serving as a prerequisite for all applicants to be a program in the department of Icelandic for foreign students at the university. But also for students who wish to attend international summer courses in Icelandic at the university. And both courses 1 and 2, Icelandic Online 1 and 2 are also fundamentally true courses in Icelandic for foreign students at the university. For example, for Erasmus exchange students. A few words of collaboration we have this project. Icelandic Online was developed on behalf of the University of Iceland in cooperation with lectures in Icelandic at five European universities. UCL is one of them. This was one of our co-workers. And all the universities, including the University of Munich and Copenhagen, finally the University of Wisconsin, Madison. As you can see here, we have received funding from Icelandic and European sources to work on this project. Icelandic Online 1 and 2 are primarily aimed at adults, as you can see there, university students in Iceland from the board on scores of the students who are interested in Icelandic. And some teachers are using these courses in Icelandic and other student teachers' lectures to do this. Okay, let's take a closer look. I have the description of the course before we move on to the Icelandic grammar. Icelandic Online is rich in content. It's including 1,200 learning updates. It takes approximately 90 hours of study to complete the courses one or two, so there's a lot of work to be done on skills. There are two proficiency levels, as I mentioned before. Icelandic Online offers immediate, ultimately, feedback on every single exercise. Together with both levels, the students have auxiliary resources aligned and scaffolded grammar pathways, as we'll see later. Pathalized learning and restriction, which is also scaffolded. Thus, both the grammar and the dictionary are adapted to the beginner's level and the professional level. I will show you some examples later. Okay. So, now I want to draw your attention to Icelandic language, as I mentioned before. The infracted language is a top learning of grammar. You don't get very far in a beginner's course without having to explain why some words show updates on any different course. The students will, for example, experience 16 variants of the same of each noun. So, let's take the noun course. This has to mean course. As you can see, there will be 16 forms depending on the course position of the kind of grammar place and sentence. So, we can have as the best, as the best, as the best, as the best, as the best, as the best, as the best, as the best. This is what our students are dealing with. We have three simple sentences there which is noun, course, and this is a course. This is the first sentence. There is one form of the noun. Fair off a noun has, which course is it, so there's a different form of the noun. And the ear-out has to, course is mine when we have an example of the third one and we can have 13 others. So, of course, this is a conclusion for a noun. This is, that's, of course, about Icelandic grammar. Before we move on, Icelandic has many, many categories of implanted words, nouns, adjectives, pronouns, and the numerals one to four, there are four cases. There are three genders of nouns. Adjectives, most pronouns, and the numerals one to four are also between the three genders. Words are conjugated according to tense, person, number, name, and words. So, here we have a slide. Just to give some example, we have part of a sentence, one white horse. And the first one, we can see a numeral one. White is Peter, a horse. Again, this is Esther. And these all the words are gray in gender, number, and place, and they are all there in the nominative case. Just to give you some insight. The second one, the same sentence, in the accusative case, is simple. A Peter has it. The third one, Peter has it. A Peter has it. The fourth one, the genitive case. So the genitive case of each word in the sentence is each has it. So this is what our students see very soon. We must start with the last one. So, gender of nouns, this is something I would pay special attention to. My tool. What way, I can tell you in what way we introduce a collection of morphology to our students online, in Icelandic online. So students in the course get the information that nouns in Icelandic are binding the schema in order to ask a question before. The gender of a noun is grammatical, meaning that it relates to the form of a noun rather than its meaning. So as you can see on the slide here, guest, this masculine, you can see the kester, this is the Icelandic word for guest. This is a masculine or an Icelandic. Soup or soup up is a feminine noun in Icelandic. And glass or glass in Icelandic is new, too. But it's fundamental for learners of Icelandic to learn the gender of nouns, for meaning of the intellectual, or intellectual, or your vision. The endings of a noun often give, the endings of a noun often give a clue about the gender of a noun. That is what we highlight in our course online in order to explain and simplify the grammar. This is what we're trying to do in the Icelandic online. So as you can see here, here is guest, which is you are, I think, telling the student early that this is a noun, so you are, I think, are kester. Then the rest most of the time are priest or kester. You also, if you are ending, this must be a kester. This is Lomibord. Kester, if you are ending, this also must be you. So this is the form, student's word. We are getting the clue there from form. The same is true for soupa, the feminine noun. They see the ending telling them that it's feminine. And then they see the end of the term what is also feminine. And through Lomibord without ending, so they have the formula when you're ending. And this is what we are trying to do in a simple and simplified way of doing in this complicated branch of students. So given the information and practice concerning the gender of nouns, the next step is to draw our student's attention to the declension of noun. This is just a table but I don't think I will go into the spaces for pain. I'm very early but we have to learn them. How this is the pattern for masculine nouns feminine nouns. Transitional pattern. They have to learn by ropes. We have addons there. They have to learn by ropes. Many of the items so this is what they are we need to simplify them. So this is our big chance how to present the assessment of the quality of the grant and on the beginning course. As I demonstrate in a minute, the computer allows for interesting opportunities to present grammar in this. Do the use of functions such as less as you will see later and all the programs you can actually clarify and simplify complex grammar through visual and interactive practical issues. So this slide we can see the relevant pathological approach lies in the drawing and I will demonstrate the response we need. Overall we use visual and interactive presentations for making up vocabulary and explaining grammar in that way we appear to different learning styles and present them by using different formats visual, interactive, text based etc. We use what we call memory devices by introducing a complex of quality we need to provide guiding lights to help remember and figure out the system which is complicated. We use focus on form in order to help learners to notice particular forms in a meaningful context to pick out the structure to pay attention to, you will see it soon. So focus grammar is highlighted in the text. This couple grammatical information the structure of Iceland is present gradually as to better share the needs of beginning learners and we offer a line and scope of the dictionary to build the knowledge of Icelandic vocabulary. Okay, so now we are going online which is maybe so far. What do you mean by scope of learning? That's why I mentioned this. Yeah, I think the best way is to show it here. The scope of it is like leveled in the magazine. This is, now we are nice that we are online one. Nature theme another one is mainly character this is nature. Okay, we are here in lesson three so they know a lot now. This is for first of all I mean the context is interesting. The text the content is appealing to adults. And we are focused this is a conversation here okay so it doesn't matter but we need the student to focus on focusing on grammar now and we need to focus on certain form. We are starting to tell them about the clenching. We have the red color here they get some one liner here telling them about telling them what is happening in this sentence. They get the information first level information, verb, commonplace, just like conversations do. So this is what they are we are talking about the question of now this now right now and we are telling them that the verb in the sentence is covering case determinants and they also get the information here that the preposition is also covering. The preposition determines the case of the noun that follows it. And the yellow focus is where we are focusing on the declined noun followed by the preposition here followed by the verb. Okay and we want to look at this here and here we are really demonstrating in a visual way what is happening in the sentence. So here we have this plus existence. This is a student with a tension strong to the ending This is what this tension is about changing and this. I, by, here is the verb okay you know from here that the verb is controlling the case. I click here and then the verb comes in changing the form of the noun. We understand. So this is what we do we are focusing on the noun here another word blaming I forget my jacket and when this sentence when the verb comes in the noun is changing the ending is changing. So this is our focus on form. Do we have some sounds we have the sentence with? You claim the yacca You blame the yacca. I am in a noun with certain ending they have got knowledge about what will happen to this form or how it is declined that we are demonstrating to simplify and clarify what is happening. Here is the noun is un-declined but when this verb is in the sentence with this form the form changes. You claim a patient You claim a patient So this scaffolded grammar here we have focusing on form focusing on the input real and then this is the two leveled or scaffolded grammar this is like basic information opening what is happening understanding the text we have here the information earlier words, common case just like the position is good and then they click on the reminder and get some grammar so now it really means grammar and here they have in English some more information concerning this grammar topic in the text verbs like prepositions to turn on the case of the words so this is what I meant by scaffolding two leveled we wanted to have it like three levels like word source on grammar in the third level but we only had two now so this is what this was about scaffolded grammar but of course they got practice many many exercises working on this declension maybe in the end I don't know what is yaw maybe take one example of this like guiding lights how we use the web as a tool it's a plus and we are here focusing again on the form they they still they have learned about definite articles of the German they know a lot here we are focusing on here is possessive pronoun like this is my path so this is what we are doing we are focusing on toward their attention to what is really this is the definite article up until now the possessive pronoun is really has the same form double N so this is something to help them figure out understand and memorise things at the case at the case I mean second you have you can talk easily twice as much if you like every exercise like this is followed by other interactive exercises so they should know now case I mean so they can see the double N etc how many we are saying that the web is an invaluable to teach morphologically languages Icelandic is definitely a small language spoken by only 300,000 people so this to the web the possessive and honest opportunity to promote the web is at least out to almost more than possessive and honest work to save the practice thank you