Weyers: Authentic Video

The Effect of Authentic Video on Communicative Competence

Oh Mireille et Jérôme! Fond friends from French II and III in high school. Today's foreign language classroom makes much use of video as a teaching tool (many textbooks have a video component). This is logical as part of the goal communicative competence is to have a good listening comprehension. What's interesting in this article is the study of authentic video, specifically telenovelas in Spanish classrooms. Interesting to read about the pedagogical value of authentic videos from a scientific perspective.

The results of the study were consistent with prior research concerning the relationship between video exposure and listening comprehension. Weyers does make a point, however, of distinguishing between the different components of communicative competence, where one of the criteria was notably affected in the experiment--confidence in speech. He attributes this finding to the fact that students were hearing native Spanish speakers. In my opinion, confidence in speech, is extremely necessary for second language acquisition, and anything to aid the process is good to know! Perhaps Mireille and Jérôme will find a way into my classroom.

Erten & Tekin

Effects on vocabulary acquisition of presenting new words in semantic sets versus semantically unrelated sets

It seems logical that a list of vocabulary would be best retained if presented in a semantically related set. This article raised a point I had never considered--words presented in a semantic group can lead to interfering effect on learning. This "Interference Theory" is what is being tested in the study. Fourth graders in Turkey are taught 80 new English words over three weeks using flashcards and reinforced through repetition.
The findings of this study surprised me: the words taught in unrelated groups had higher recall showing that semantically unrelated sets appeared to be learned more easily and faster. Erten and Tekin explain that with semantically related words, the learner has to discern difference which can lead to confusion later. Whereas, with words that are semantically unrelated, the activation state is longer for the learner, while he or she can more easily discriminate the differences in meaning, the task of processing to consolidate is more effective.

A couple of questions that are raised in this study that made me pause and consider my role as a teacher were 1) the way that words are presented, depends on the text. The textbook my classes use, will play a big role in the way that they learn words. This is not to say I will not make changes, but there is definitely a set precedent. And 2) this study was carried out with fourth graders, whose L1 is still in its developmental state. How might the findings of this study be different if it were to be carried out among adolescents?

Winitz: Grammaticality Judgment

Grammaticality Judgment as a Function of Explicit and Implicit Instruction in Spanish

On my first day of French in high school, my French teacher, for whom it was her first year of teaching in the U.S., spoke in her native French the entire class. She spoke as one might speak to experienced French language learners, not a beginner class. This first foray into immersion was not an intentional exercise in implicit instruction (rather, it was the lack of experience in an American classroom). After this day, she shifted to the more classic explicit instruction. We had very structured classroom instruction with clear grammar lessons.

I had this teacher for all four years of high school. By my fourth year, our lessons became more implicit. This shift in instruction, aligns with one of the several approaches outlined by Winitz. It would be interesting to know how effective this approach is. The article focuses on the study examining classes that rely strictly either on explicit and implicit instruction. The findings showed that the implicit group scored higher than explicit group. Another benefit of this type of instruction is the motivation factor. If a more implicit-focused grammar instruction means greater motivation, there is certainly something to be said for it!

One question that remains after reading this article, is raised by Winitz--what is the effect of prior explicit or implicit knowledge on implicit or explicit instruction, respectively, received later on?

Story-based Grammar Approach

Using a Story-Based Approach to Teach Grammar

In this text, I saw many of the same themes reappear (the important role of communication, the problem of explicit instruction rooted in "shallow and artificial contexts"). One point the article makes, and I felt I read someone read my French III mind, where during implicit instruction learners want to speed up the learning process by knowing rules concerning form so that they can compare them to their L2. I can imagine in a classroom a student or two who want concrete rules that govern L2 grammar (even though it is often linguistically nonexistent).

The text presents the PACE model, and what I found interesting were the case studies at the end of the chapter discussing a couple of attempts at story-based approach to teaching French. With the first case study, I saw the importance of planning a direction to take your lesson if the initial question or point you want to make falls flat. Good to know.

Richard-Amato (Introduction, Ch 1 & 2)

Introduction

Here, we are introduced to "an interactive conceptualization for second-language teacher education where three basic elements interact with one another. There is the affective base, the experience base and the knowledge base. It is important to keep in mind the role of other factors, those personal ones which include intelligence, decision-making skills, among others.

Chapter 1: From Grammatical to Communicative Approaches

This chapter is about exactly what the title suggests: Richard-Amato begins by exploring popular methods of foreign-language teaching in the past (grammar-translation, audiolingualism, cognitive-code approaches, "Berlitz"). What these methods have in common is the explicit focus on grammar in instruction.

To transition to more communication-focused approaches, Richard-Amato rightly cites the controbutions of Chomsky, notably his innatist theory. Consider the way that children around the world develop language based on similar linguistic elements; the LAD (Language Acquisition Device) and UD (Universal Grammar) are both ideas that support this notion of universal linguistic network of structure.

Finally, Richard-Amato discusses the implications for SLA. Is exposure enough to prepare one for SLA for second language learners, as some innatists believe? Or is a more "tailored" approach, where the learner receives input suited to his or her proficiency level, more appropriate? The second strategy is relies on motherese or caretaker talk in terms of input. A strategy we have looked at in other sources.

Chapter 2: The Classroom as an Environment for Language Acquisition

At the start of this chapter, Richard-Amato poses the question:

"Have you ever attempted to learn another language in a classroom setting?" A simple question, but it made me stop and think for a minute. English and Arabic I acquired largely from my environment before I even started going to school. French on the other hand, was learned in a classroom (neither of my parents speak French). This question carries so many implications I had never even considered. This is the basis of this chapter.

Richard-Amato points out some differences between first and second LA, noting age, for instance which can be an advantage (more cognitively developed) and a disadvantage (incresased inhibitions, for example). This difference in age is something we will observe in our own classrooms depending on the grade level we are interested in teaching.

As a side note, I plan to Google teh Tukano tribes of South America (who marry someone outside of their own first langauge)--interesting! They note motivation as a factor that contributes to thier nativelike proficiency. This makes me think of my own parents who met while studying at the same university in Cairo. My father was taking Arabic classes (to make his work stay in Egypt more enjoyable), and my mother was taking English classes. As they ended up moving to the U.S., my mother was much more motivated to improve her English, than my father was to improve his Arabic even though he is presented with many opportunities to use his (now very limited) Arabic..

Finally, in terms of language acquisition in the classroom, Richard-Amato describes Krashen's Acquisition Process and Performance Model. Wherein either the Affective Filter or The Monitor influence input and output, respectively. As a low risk taker, I think my Monitor had a real impact on my own output, especially when I was starting out as a beginner.

(Note to self: Ellis's Variable Competence Model, which focuses on interaction) is also discussed in this chapter.)

From Input to Output (Part II)

From Input to Output

Chapter 3 (cont'd): Receiving explicit instruction after a period of implicit instruction can be facilitative, according to VanPatten. It can aid learners by helping them notice features of input they made not have been consciously aware of. Because I like to understand the "why", which is often a futile in the quest of grammar comprehension, this concept made perfect sense to me.

Chapter 4: Here VanPatten shifts to discuss output, as that which the language learner produces with communicative purpose. He talks about fluency and automatization--I'm curious to see how my proficiency exam goes. I have considered my own level proficiency, but it will be something new to have it officially measured.

In this chapter, he also considers monitoring in both one's L1 and L2. VanPatten makes the distinction that one relies on his or her implicit system to monitor in L1 and the explicit system to monitor in L2--interesting!

Chapter 5: VanPatten wraps up with FAQ about SLA. A couple that stood out in my mind were whether first language can cause interference and what role do imitation and repetition play in acquisition. To me it seems that first language must cause interference. On a linguistic level, everything from one's understanding of phonemes and morphology in L1 affects the way they one accommodates L2 instruction. And lastly, he distinguishes between different kinds of drills and their value--mechanical, meaningful and communicative. All important questions for me to consider.

Physical Involvement (Richard-Amato)

Quote by Asher: explicit learning that emphasizes error-free production, correct form an dconscious rule learning, most will quit before even reaching the intermediate level.

In 1960s, James asher offers TPR as an alternative to the audiolingual approach. The cognitive process of LA is in step with phsuical movements. The child is conciosu of language and its meaning in context, similar to first language acquisition.

Mistakes are okay--lower anxiety. Not simply for simple action verbs, can also be used with other nonphsyical elements of language (past and future tenses, and more). This makes sense considering the fact that grammar is being internalized inductively with this method.

Some useful tips are offered: lessons can be organized around saparts of the body, number, spatial relationships, emotions, giving directions.

Languages and Children (Introduction)

Languages and Children: Making the Match (Curtain & Dahlberg)

Introduction: Upon reading the introduction to Languages and Children, I immediately thought of LNGS500, a class I took last year where we talked a little about the history of linguistics in the development of teaching methods of foreign languages. We traced the evolution from the strict grammar-translation approach to the shift to communicative competence. In the introduction, Curtain and Dahlberg explain that communication is the "essential element" of this book in terms of the methods and materials offered. It will be interesting to read a "practical" book about exactly what we discussed in my LNGS500 course--same information, new perspective!

Key Concepts for Success: Here, Curtain and Dahlberg outline new and already established points for success in elementary and middle school foreign languages. Some themes include, minimal use of L1 in instruction, importance of meaningful contexts, addressing multiple intelligences, organizing curriculum according to communicative syllabus (vs. grammar syllabus). So far these all seem in line with all our previous course readings.

Standards for Foreign Language Learning: The 5 C's! Communication, Cultures, Connections, Comparisons, Communities. How snappy that they all start with "C"!

Chapter 1: Characteristics of Young Learners: Here a child's natural language learning ability is examined with special consideration of learner differences, understanding of child development and of those characteristics of children at different stages of development, all in order to help the teacher develop an effective curriculum.

With regards to different learning styles, this theme reappears in a list of "Essential Concepts of Second Language Acquisition", where the rate and degree of second language acquisition can be influenced by different learning styles. There are many other factors listed that can affect second language acquisition, many of which made me wonder how the factors that define where I am teaching might play a role in the way in which I organize my classroom.

Curtain and Dahlberg also consider the developmental characteristics of the learner (Piaget and stages of cognitive development, Egan and layers of educational development). I like the way they include actual teacher observations and experiences at the end.

pp. 39-54: In Chapter 3, Person-to-Person Communication, Curtain and Dahlberg discuss Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. They talk about the importance of vocabulary, and the way in which storytelling and story reading can provide great context for the development of vocabulary. Another benefit, that I observe is the feeling of accomplishment in understanding a story can provide motivation. TPR and TPRS are explained, having seen it modeled, it is interesting to go back and read about it from a textbook perspective. In both cases the importance of key vocabulary upfront is emphasized! We also see the usefulness of images. A new concept for me was "functional chunks" which are significant components of a student's working vocabulary that are memeorized and unanalyzed phrases of high frequency (for me, the phrase n'est-ce pas comes to mind). These functional chunks are important because they allow the L2 learner to communicate on an interpersonal level and they are used and stored in the working memory as one word.

I liked the Gouin Series and the way it is presented. It seems pretty evident and relatively easy to implement as a lesson. And the authors provide the values at the end!

From Input to Output (Part I)

From Input to Output (Bill VanPatten)

Introduction: In this introduction to this Teacher's Guide to Second Language Acquisition, VanPatten outlines the history of research in second language acquisition (SLA). Ultimately however, he states that all research boils down to the fundamental question of how does acquisition of a second language occur? From this point, he explains the beginnings of the audiolingual method to the shift toward a recognition of the fact that because grammar is generative, drilling is not sufficient because it is impossible for it to be all-inclusive.

What struck me in the introduction, is the exerpt from Corder's paper that raises the distinction between whether a language can actually be "taught", or is are the conditions from which it will develop what is being taught. How does this redefine how I define myself as a teacher of a second language?

Chapter 1: In the first chapter, VanPatten sets up "givens about SLA". Some of the statements seemed pretty self-evident. One in particular was interesting to me: "SLA involves the creation of an implicit (unconscious) linguistic system". Later in the chapter, he adds that this does not necessarily mean learners can use what has become a part of this linguistic system can be used expressively. Interesting to me because I sometimes realize I have trouble applying some rules or concepts in French even though I am aware of it and understand it subconsciously.

Chapter 2: This chapter focuses on input and its role in SLA. Here the story of Genie is relevant in understanding the role of input and interaction in language developement. VanPatten describes the difference between conversational and nonconversational input--I wonder how the two differ in terms of their role in the development of an implicit linguisitic system.. I enjoyed the image of Lucy and Ethel trying to keep up in the chocolate factor as a methaphor for ones working memory. Something important to keep in mind when dealing with different levels of second language instruction!

Chapter 3: Here we are introduced to the concept of the "developing system". Two items that struck me: 1) Pragmatic competence which is necessary to correctly interpret speakers' intent, and 2) Sociolinguistic competence. These two components of second language require slightly more sophisticated levels of comprehension. Once mastered, at least in part, (I still have to regularly monitor my tu vs. vous use), they can really take a L2 learner to a new level in their L2 acquisition--very exciting!

All for this post, I'll leave you with a photo (because all text would not be very fun).