input, interaction, and the roles of japanese teachers of english: a second language acquisition...
DESCRIPTION
Lecture at the CELES Nagano meeting @ Shinshu University on September 15–16, 2013.TRANSCRIPT
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Input, interaction, and the roles of Japanese teachers
of English
Ken Urano, Hokkai-Gakuen [email protected]
September 15–16, 2013@ Shinshu University, Nagano
—A second language acquisition perspective—
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Before we begin...
• Please consider this talk as a proposal, rather than a lecture.
• Your questions and comments are welcome at any time.
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About me...
• I was born in Yokohama.
• And grew up in Nagano.
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• I studied at Shinshu Univ.
• Also at the Univ. of Hawaii.
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• I now work at Hokkai-Gakuen University, Sapporo.
• I teach English to business students.
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• I’m a teacher of English.
• I’m a researcher in second language acquisition.
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• I’m a teacher of English.• I’m a researcher in second
language acquisition.
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Researchers’ roles, teachers’ roles
• Researcher
• Making guidelines
• Teacher
• Adapting the guidelines
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What we knowfrom research
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We know...
• Importance of input
• No input, no language learning
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Importance of input
• Limited input sources
• Outside the classroom
• Textbook
• Teachers’ role as a main source of input
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What about output?
• Output is also important, but
• Input is crucial.Input
(Listening/Reading)
Output(Speaking/Writing)
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What about output?
• Output is also important, but
• Input is crucial.Input
(Listening/Reading)
Output(Speaking/Writing)X
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But...
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Not all input is good.
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It’s Greek to me!
http://www.!ickr.com/photos/dnevill/2402430135/
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Comprehensible input
• Input needs to be understood by the learner.
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By the way...
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I have two daughters.
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MSR: こんどパフェ食べにいくって! We’re gonna eat some parfait!
AKR: パフェ? Parfait?
MSR: こんどアイス食べにいくって! We’re gonna eat some ice cream!
AKR: アイス! Ice cream!
My daughters’ conversation
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Even a 6-year-old knowshow to adjust her talk
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Speech adjustment
• Caretaker speech
• a.k.a. motherese, baby talk, etc.
• Foreigner talk
• Teacher talk
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Question
How would you adjust your speech?
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Group work (1)
• Make a list of ways to adjust your speech when talking to your students.
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What we knowfrom research (2)
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• Language learning takes place
• When learners understand the meaning of the input, and
• When they pay some attention to the form,
• At the same time.
We know...
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Form-meaning mapping
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Gestures & visual aids
Statue of Liberty
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Gestures & visual aids
http://www.!ickr.com/photos/philofphotos/249220155/
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Gestures & visual aids
• They are useful, but
• They need to be used with caution
• Because students may not pay attention to the form.
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Gestures & visual aids
http://www.!ickr.com/photos/zigazou76/3593523470/
Statue of Napoleon
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Gestures & visual aids
http://www.!ickr.com/photos/irenetong/2570306240/
Statue of King Kamehameha
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Gestures & visual aidsStatue of Liberty
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Gestures & visual aidsStatues
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• Everybody knows that Mike is diligent.
Suppose your students don’t know this word.
To simplify or not to simplify...
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• Everybody knows that Mike is diligent.
To simplify or not to simplify...
hard-working
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Simpli"cation
• Replacing di#cult items with easy ones.
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Simpli"cation
• The girl who is wearing blue jeans is my sister.
There is a girl over there. She is wearing blue jeans. That’s my sister.
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Simpli"cation
• Generally improves comprehension, but
• Takes away the chance to learn a new item.
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Instead of simplifying...
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Elaborate!
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Elaboration
• Giving additional information to improve comprehension without removing the di#cult item.
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• Everybody knows that Mike is diligent, I mean, hard-working.
improves comprehension
kept in the input
Elaboration
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Or...
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You can interact!
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• Everybody knows that Mike is diligent. Do you know what diligent means? (No.) It means hard-working. So, everyone knows Mike is hard-working.
Interaction
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We know...
• Simpli"cation improves comprehension, but it does not help language learning.
• Elaboration does both.
• Interaction does both, too.
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Group work (2)
• Create a dialog between a student and a teacher which includes an example of elaboration and/or interaction.
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What we knowfrom research (3)
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Feedback
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We know...
• Students need to pay some attention to form.
• Providing corrective feedback helps increase their awareness.
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Feedback options
• +/- Explicit
• +/- Correction
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Feedback optionsFeedback type Explicit–Implicit Correction
Clari"cation requestImplicit
Explicit
–
RecastImplicit
Explicit
+
Repetition
Implicit
Explicit
–
Elicitation
Implicit
Explicit
–
Metalinguistic clue
Implicit
Explicit–
Explicit correction
Implicit
Explicit+
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Clari"cation request
S: I go to the library yesterday.
T: Pardon?
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Recast
S: I go to the library yesterday.
T: Oh, you went to the library yesterday. Did you borrow any books?
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Repetition
S: I go to the library yesterday.
T: “I go to the library yesterday”?
S: Oh, I went to the library yesterday.
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Elicitation
S: I go to the library yesterday.
T: Yesterday, you ...
S: ... went to the library.
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Metalinguistic clues
S: I go to the library yesterday.
T: It’s about yesterday, so what tense do you have to use?
S: Past tense. I went to the library yesterday.
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Explicit correction
S: I go to the library yesterday.
T: It’s about yesterday, so you have to
use the past tense went.
S: OK. I went to the library yesterday.
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Group work (3)
• Create a dialog between a student and a teacher in which the teacher gives some feedback to the student.
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Feedback optionsFeedback type Explicit–Implicit Correction
Clari"cation requestImplicit
Explicit
–
RecastImplicit
Explicit
+
Repetition
Implicit
Explicit
–
Elicitation
Implicit
Explicit
–
Metalinguistic clue
Implicit
Explicit–
Explicit correction
Implicit
Explicit+
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Summary• Importance of comprehensible
input
• Elaboration and interaction to enhance form-meaning mapping
• Corrective feedback to increase awareness
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My last question
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• How will you incorporate today’s ideas into your teaching?
My last question
Fin