It feels right, but is it? Intuitions, hard evidence and teaching Amos Paran MA TESOL (F2F &...

It feels right, but is it?Intuitions, hard evidence and

teaching

It feels right, but is it?Intuitions, hard evidence and

teaching

Amos Paran

MA TESOL (F2F & Distance)

Institute of Education, University of London

[email protected]

Amos Paran

MA TESOL (F2F & Distance)

Institute of Education, University of London

[email protected]

Sources of knowledgeSources of knowledge

Intuition/common senseAnecdotal evidence

Practitioner evidenceSystematic research

Intuition/common senseAnecdotal evidence

Practitioner evidenceSystematic research

What is research? What is research?

Answers a question

Evidence

Systematic data collection

Reliable sources

Valid and reliable methods

Systematic analysis

Interpretation

Used in future decisions

Answers a question

Evidence

Systematic data collection

Reliable sources

Valid and reliable methods

Systematic analysis

Interpretation

Used in future decisions

Areas focused on in talkAreas focused on in talk

The age debate Guessing word meaning in reading ‘Real’ English Reading strategies

The age debate Guessing word meaning in reading ‘Real’ English Reading strategies

Is it better to start learning a foreign language at an earlier age?

Is it better to start learning a foreign language at an earlier age?

The intuitive answer: Of course it is! A more careful answer: contexts are very

different and the answers may be different according to context.

Anecdotal evidence

Confirmation bias

A celebratory approach

The intuitive answer: Of course it is! A more careful answer: contexts are very

different and the answers may be different according to context.

Anecdotal evidence

Confirmation bias

A celebratory approach

Differences between younger and older learners

Differences between younger and older learners

Mihaljevic Djigunovic, Nikolov and Ottó 2008: In previous studies, ‘the younger the learners were, the slower their development was’ (p. 434)

Abello-Contesse 2009: older learners are more efficient

Mihaljevic Djigunovic, Nikolov and Ottó 2008: In previous studies, ‘the younger the learners were, the slower their development was’ (p. 434)

Abello-Contesse 2009: older learners are more efficient

Mihaljevic Djigunovic, Nikolov and Ottó (2008)


‘prompted by a general observation that young Croats seemed to be better at English than their Hungarian peers’ (p. 433)

‘prompted by a general observation that young Croats seemed to be better at English than their Hungarian peers’ (p. 433)



Hungarian learners start younger Hungarian learners study in smaller

classes Hungarian learners have more classes a

week.

Hungarian learners start younger Hungarian learners study in smaller

classes Hungarian learners have more classes a

week.

Mihaljevic Djigunovic, Nikolov and Ottó (2008): Findings


Croat 8th graders were better than the Hungarian 8th graders on all measures. This was statistically significant.

But: in the Hungarian sample, earlier start was correlated strongly with better results

Croat 8th graders were better than the Hungarian 8th graders on all measures. This was statistically significant.

But: in the Hungarian sample, earlier start was correlated strongly with better results



‘…early start, more classes and small groups, while extremely important, do not guarantee higher achievements.

The importance of these factors as well as their interaction should be considered against a host of other variables,

the most important of which, in our opinion, are the quality of teaching and exposure to and practice in the target language.’ (p. 448)

‘…early start, more classes and small groups, while extremely important, do not guarantee higher achievements.

The importance of these factors as well as their interaction should be considered against a host of other variables,

the most important of which, in our opinion, are the quality of teaching and exposure to and practice in the target language.’ (p. 448)

Pedagogical implicationsPedagogical implications

Start later? Invest in teacher training?

Who are the implications for? Who controls

the response?

Start later? Invest in teacher training?

Who are the implications for? Who controls

the response?

Each of the words below from the text can have the trhee different meanings given. Look back to the text and decided which is the correct meaning in the context

1. agenda (Text A)a. a list of things to be discussed at a

meetingb. things to doc. a plan that is not made public

2. proper (Text B)a. correct or appropriateb. morally or socially acceptablec. real or serious

(Baigent 2004)

Each of the words below from the text can have the trhee different meanings given. Look back to the text and decided which is the correct meaning in the context

1. agenda (Text A)a. a list of things to be discussed at a

meetingb. things to doc. a plan that is not made public

2. proper (Text B)a. correct or appropriateb. morally or socially acceptablec. real or serious

(Baigent 2004)

You have by now discussed the following five techniques for guessing unknown words:

Relating the word to another word you already knowUnderstanding a word by contrast with another word in the sentence or the textUnderstanding the sentence as a wholeKnowledge of the worldRelating the word to a word in your L1

(Paran 1991)

You have by now discussed the following five techniques for guessing unknown words:

Relating the word to another word you already knowUnderstanding a word by contrast with another word in the sentence or the textUnderstanding the sentence as a wholeKnowledge of the worldRelating the word to a word in your L1

(Paran 1991)

For each of the words in bold in the extracts below, write down the meaning and the technique that you used to guess it. If you already know the word, think about the way in which someone who did not know the word could guess it.

1. This does not mean copying out passages….but rather jotting down the main ideas.

Meaning: __________ Technique: ______________2. In reading, stop periodically (A, line 4)

Meaning: __________ Technique: ______________ 3. When we concentrate, we’re only using the left hemisphere of our brain (B, line 10)

Meaning: __________ Technique: ______________

For each of the words in bold in the extracts below, write down the meaning and the technique that you used to guess it. If you already know the word, think about the way in which someone who did not know the word could guess it.

1. This does not mean copying out passages….but rather jotting down the main ideas.

Meaning: __________ Technique: ______________2. In reading, stop periodically (A, line 4)

Meaning: __________ Technique: ______________ 3. When we concentrate, we’re only using the left hemisphere of our brain (B, line 10)

Meaning: __________ Technique: ______________

The techniques do not always work: Galicia Fulget: ‘….el desarollo de Galicia entre

1460 y 1495…’ Rusia agrava la inestabilidad en Ucrania con su

rechazo al nuevo Gobierno. El Poder judicial desmonta la ley de seguridad

por inconsticional. El informe rechaza la regulacion de los cacheos y detenciones etc.

The techniques do not always work: Galicia Fulget: ‘….el desarollo de Galicia entre

1460 y 1495…’ Rusia agrava la inestabilidad en Ucrania con su

rechazo al nuevo Gobierno. El Poder judicial desmonta la ley de seguridad

por inconsticional. El informe rechaza la regulacion de los cacheos y detenciones etc.

Catholic tastes a litany of ….

Catholic tastes a litany of ….

Inferring words from context (Haynes 1984/1993)

Inferring words from context (Haynes 1984/1993)

The old baild licked his mouth happily as he lay on his side under the tall blue spruce. It was such a beautiful fall evening that he felt like taking it easy. “Tonight the moon is bright and the wind is silidon; I’ve had plenty to eat, the people have probably gone home for the night and I can enjoy a nice, quiet evening,” the old baild thought contentedly.

The old baild licked his mouth happily as he lay on his side under the tall blue spruce. It was such a beautiful fall evening that he felt like taking it easy. “Tonight the moon is bright and the wind is silidon; I’ve had plenty to eat, the people have probably gone home for the night and I can enjoy a nice, quiet evening,” the old baild thought contentedly.

The old baildThe old baild

He had been really hungry earlier that day, tired out from many a useless chase. Upon his discovery of the smell of meat cooking, he had crept up on a campfire and, seeing no people or guns which could hurt him, had gotten his dinner quite easily by pulling it from the fire. Afterwards, he carried it in his mouth and ran up to the hilltop to tear it apart at his leisure. Finally, having finished his dinner, the baild looked around at the places where a hunter might come to find him.

He had been really hungry earlier that day, tired out from many a useless chase. Upon his discovery of the smell of meat cooking, he had crept up on a campfire and, seeing no people or guns which could hurt him, had gotten his dinner quite easily by pulling it from the fire. Afterwards, he carried it in his mouth and ran up to the hilltop to tear it apart at his leisure. Finally, having finished his dinner, the baild looked around at the places where a hunter might come to find him.

The young brillThe young brill The young brill tapped his teeth together as he swam

lazily in a wide circle around Brine Bay. It was such a peaceful spring afternoon that he felt absolutely on top of the world. “Today the sun is radiant and the waves are bimidor; I’ve got plenty to eat, the water has been getting warmer bit by bit, and I lead a most comfortable brill’s life,” he thought contentedly.

The young brill tapped his teeth together as he swam lazily in a wide circle around Brine Bay. It was such a peaceful spring afternoon that he felt absolutely on top of the world. “Today the sun is radiant and the waves are bimidor; I’ve got plenty to eat, the water has been getting warmer bit by bit, and I lead a most comfortable brill’s life,” he thought contentedly.

Haynes 1984/1993: FindingsHaynes 1984/1993: Findings

The group was successful on the whole in guessing words that were locally constrained.

This was statistically significant for the Baild passage for three of the four language groups

For the Brill passage, difference between local and global not statistically significant: mainly because did not know ‘waves’. (Or thought it was ‘wives’).

The group was successful on the whole in guessing words that were locally constrained.

This was statistically significant for the Baild passage for three of the four language groups

For the Brill passage, difference between local and global not statistically significant: mainly because did not know ‘waves’. (Or thought it was ‘wives’).

Haynes 1984/1993: Findings (3)Haynes 1984/1993: Findings (3)

Many resorted to non-contextual cues (e.g. using ‘tap-dancing’ to understand ‘tapped’).

Without contextual cues, guessing was very limited.

Mismatches: misreading ‘swam’ as ‘swan’; ‘crept’ is a kind of pancake; ‘silidon’ = ‘seldom’

Uncertainty of familiarity

Many resorted to non-contextual cues (e.g. using ‘tap-dancing’ to understand ‘tapped’).

Without contextual cues, guessing was very limited.

Mismatches: misreading ‘swam’ as ‘swan’; ‘crept’ is a kind of pancake; ‘silidon’ = ‘seldom’

Uncertainty of familiarity

Factors influencing guessing from context (Nation 2001)

Factors influencing guessing from context (Nation 2001)

Number of occurrencesProximity of occurrencesPresence of relevant cluesNumber of relevant cluesLocal vs. global context (Proximity of relevant

clues)Variability of contextsDensity of unknown words

Number of occurrencesProximity of occurrencesPresence of relevant cluesNumber of relevant cluesLocal vs. global context (Proximity of relevant

clues)Variability of contextsDensity of unknown words

Factors influencing guessing from context (cont’d)

Factors influencing guessing from context (cont’d)

Explicitness of relevant cluesImportance of unknown word to understanding the

textPrior knowledge of topicFamiliarity of the contentFamiliarity of the referencesConcrete vs. abstract referentsAmount of polysemy

Explicitness of relevant cluesImportance of unknown word to understanding the

textPrior knowledge of topicFamiliarity of the contentFamiliarity of the referencesConcrete vs. abstract referentsAmount of polysemy

Nassaji 2004Nassaji 2004

Correlated the depth of vocabulary knowledge with lexical inferencing success

Learners whose depth of vocabulary knowledge was higher were able to infer the meaning of a larger number of words

Correlated the depth of vocabulary knowledge with lexical inferencing success

Learners whose depth of vocabulary knowledge was higher were able to infer the meaning of a larger number of words

Pedagogical implications Pedagogical implications

Just don’t do it….? Do it with caution and check that the conditions

are optimal? Do it and hope that you are getting it right for

some of the learners, some of the time? Do it because this could be a good way to learn

words? Train the learners to do it because it is useful for

language learning in general? (But training will take a great deal of time) .

Just don’t do it….? Do it with caution and check that the conditions

are optimal? Do it and hope that you are getting it right for

some of the learners, some of the time? Do it because this could be a good way to learn

words? Train the learners to do it because it is useful for

language learning in general? (But training will take a great deal of time) .

‘Real’ English ‘Real’ English

The ‘real language’ debate

The importance of authenticity

Corpora

Carter (1998) vs. Cook (1998)

The ‘real language’ debate

The importance of authenticity

Corpora

Carter (1998) vs. Cook (1998)

What kind of language should we teach?

What kind of language should we teach?

Tails:

He’s a real problem, is Jeff.

She’s got a nice personality, Jenny has.

Reporting verbs: Yes, Pauline and Tom were telling me you have to …

Tails:

He’s a real problem, is Jeff.

She’s got a nice personality, Jenny has.

Reporting verbs: Yes, Pauline and Tom were telling me you have to …

At the hairdresser’s At the hairdresser’s

A: Do you want to come over here? B: Right, thanks (3 secs) thank you A: Tea or coffee? B: Can I have a tea, please? A: Do you want any sugar? B: Er, no milk or sugar, just black thanksC: RightB: I hate it when your hair just gets so, you know a bit long (C: yeah) and it’s

just straggly C: Right B: It just gets to that in-between stage (C: Yeah) doesn’t it where you think oh I

just can’t stand it any more (2 secs) I think when it’s shorter it tends to, you notice it growing more anyway (C:mmm) you know it tends to grow all of a sudden . . .

A: Do you want to come over here? B: Right, thanks (3 secs) thank you A: Tea or coffee? B: Can I have a tea, please? A: Do you want any sugar? B: Er, no milk or sugar, just black thanksC: RightB: I hate it when your hair just gets so, you know a bit long (C: yeah) and it’s

just straggly C: Right B: It just gets to that in-between stage (C: Yeah) doesn’t it where you think oh I

just can’t stand it any more (2 secs) I think when it’s shorter it tends to, you notice it growing more anyway (C:mmm) you know it tends to grow all of a sudden . . .

At the hairdresser’s At the hairdresser’s

Jane: …. Oh, yes my husband’s wonderful Sally: Really? Is he? Jane: Yes, he’s big, strong and handsome!Sally: Well, my husband isn’t very big, or very strong… but he’s very intelligent. Jane: Intelligent? Sally: Yes, he can speak six languages. Jane: Can he? Which languages can he speak? Sally: He can speak French, Spanish, Italian, German, Arabic and Japanese. Jane: Oh! … My husband’s very athletic. (…… )Sally: Yes, and he can sew, and iron. . . He’s a very good husband. Jane: Really? Is he English?

Jane: …. Oh, yes my husband’s wonderful Sally: Really? Is he? Jane: Yes, he’s big, strong and handsome!Sally: Well, my husband isn’t very big, or very strong… but he’s very intelligent. Jane: Intelligent? Sally: Yes, he can speak six languages. Jane: Can he? Which languages can he speak? Sally: He can speak French, Spanish, Italian, German, Arabic and Japanese. Jane: Oh! … My husband’s very athletic. (…… )Sally: Yes, and he can sew, and iron. . . He’s a very good husband. Jane: Really? Is he English?

Pedagogical ImplicationsPedagogical Implications

Teach features of spoken language to all learners? E.g.: So what have you been up to? How was your grandmother then? It was a bit of a drag. What makes you go ‘yuk’? Cheers. (= Thanks; = Goodbye)

Teach features of spoken language to all learners? E.g.: So what have you been up to? How was your grandmother then? It was a bit of a drag. What makes you go ‘yuk’? Cheers. (= Thanks; = Goodbye)

Pedagogical ImplicationsPedagogical Implications

Carter accepts that ‘total reality’ cannot be achieved and that at least certain grammatical features of language need to be modified.

Teach features of spoken language to advanced learners.

Carter accepts that ‘total reality’ cannot be achieved and that at least certain grammatical features of language need to be modified.

Teach features of spoken language to advanced learners.

Reading strategies: skimming, scanning, and all the rest


Strategies such as skimming and scanning are important reading tools.

We don’t need to read every word of a text.

But is this true?

Strategies such as skimming and scanning are important reading tools.

We don’t need to read every word of a text.

But is this true?

The ultimate scannerThe ultimate scanner

Speed reading:

‘I went to a speed reading course and was able to read the 1000 pages of Tolstoy’s War and Peace in half an hour, and I now know what it’s about. It’s about Russia.’ (Woody Allen)

Speed reading:

‘I went to a speed reading course and was able to read the 1000 pages of Tolstoy’s War and Peace in half an hour, and I now know what it’s about. It’s about Russia.’ (Woody Allen)

What does research tell us?What does research tell us?

Most readers read every word of a text

Good readers and good comprehenders recognise words automatically

Learners need to automatise their word recognition skills

Learners have great difficulties in skimming

Most readers read every word of a text

Good readers and good comprehenders recognise words automatically

Learners need to automatise their word recognition skills

Learners have great difficulties in skimming



How do our eyes move when we read? When reading, our eyes move in saccades. Between

saccades, the eyes are fixated on one spot. Processing print happens only during fixations. During fixations, we process (through peripheral vision) 4

characters to the left and 14 characters to the right of the point of fixation.

(See Paran 1996)

How do our eyes move when we read? When reading, our eyes move in saccades. Between

saccades, the eyes are fixated on one spot. Processing print happens only during fixations. During fixations, we process (through peripheral vision) 4

characters to the left and 14 characters to the right of the point of fixation.

(See Paran 1996)

The importance of automatic word recognition

The importance of automatic word recognition

Reading speed depends on how long we spend processing the words.

Efficiency: speed-up vs. automatization and unitization

If readers learn to process words very quickly and automatically, they can increase their reading speed.

If readers automatise their word recognition, more cognitive capacity is left for comprehension processes.

Reading speed depends on how long we spend processing the words.

Efficiency: speed-up vs. automatization and unitization

If readers learn to process words very quickly and automatically, they can increase their reading speed.

If readers automatise their word recognition, more cognitive capacity is left for comprehension processes.

The Simple View of ReadingThe Simple View of Reading

RC = WR X LC

Reading Comprehension

Word Recognition

Listening Comprehension

(Gough and Tunmer 1986; Stuart et al 2008; Kirby and Savage 2008; Verhoeven and van Leeuwe 2012 for L2)

RC = WR X LC

Reading Comprehension

Word Recognition

Listening Comprehension

(Gough and Tunmer 1986; Stuart et al 2008; Kirby and Savage 2008; Verhoeven and van Leeuwe 2012 for L2)

Akamatsu 2008Akamatsu 2008

Training in automatic word recognition: Part of a regular reading class. Seven sessions, one session a week A word chain task:

sunbendgivebearpenshallsattheatclaimhomesnakepastwellshiftnone

Ca. 30 chains in 90 seconds 150 words, including 50 target words

Training in automatic word recognition: Part of a regular reading class. Seven sessions, one session a week A word chain task:

sunbendgivebearpenshallsattheatclaimhomesnakepastwellshiftnone

Ca. 30 chains in 90 seconds 150 words, including 50 target words

Akamatsu 2008Akamatsu 2008

Automatization measured by reading times for words and by reading accuracy:

Improved speed of recognising words Improved accuracy of recognising words Improved speed and accuracy greater for lower

frequency words.

Automatization measured by reading times for words and by reading accuracy:

Improved speed of recognising words Improved accuracy of recognising words Improved speed and accuracy greater for lower

frequency words.

Repeated Reading (Gorsuch and Taguchi 2008)


Unassisted vs. Assisted Repeated Reading

Texts: short stories from pre-intermediate graded readers, ca. 500 words long.

Texts read five times: silent timed; twice while listening; twice timed.

Part of regular English skills class.

Unassisted vs. Assisted Repeated Reading

Texts: short stories from pre-intermediate graded readers, ca. 500 words long.

Texts read five times: silent timed; twice while listening; twice timed.

Part of regular English skills class.



Reading speed increased within sessions and between sessions: from 163 and 217 wpm (1st-5th) to 261 and 351 wpm

However, this gain did not transfer to the post-test texts (possibly a test effect -reading more slowly).

Experimental group did better than control group on comprehension measures.

Reading speed increased within sessions and between sessions: from 163 and 217 wpm (1st-5th) to 261 and 351 wpm

However, this gain did not transfer to the post-test texts (possibly a test effect -reading more slowly).

Experimental group did better than control group on comprehension measures.

Pedagogical implicationsPedagogical implications

Repeated reading is important Exercises in word recognition can help Reading and listening are connected Importance of extensive reading

Repeated reading is important Exercises in word recognition can help Reading and listening are connected Importance of extensive reading

Becoming a discerning consumer

Becoming a discerning consumer

Our intuitions often tell us things that are wrong Be aware of confirmation bias Many answers are context bound Some answers are extremely complex Some research has to look at extremely small

slices of the world Some researchers have a strong agenda Statistics are not always easy to understand Sometimes we just want easy answers :-) Question everything

Our intuitions often tell us things that are wrong Be aware of confirmation bias Many answers are context bound Some answers are extremely complex Some research has to look at extremely small

slices of the world Some researchers have a strong agenda Statistics are not always easy to understand Sometimes we just want easy answers :-) Question everything

Ending (No 1)Ending (No 1)

The truth is rarely pure and never simple

(Oscar Wilde: The Importance of Being Earnest)

The truth is rarely pure and never simple

(Oscar Wilde: The Importance of Being Earnest)

Ending (No 2)Ending (No 2)

Research, especially educational research, is often about process, not product.

It is about questions, not answers.

Through engagement with the questions, we may reach some answers.

Research, especially educational research, is often about process, not product.

It is about questions, not answers.

Through engagement with the questions, we may reach some answers.

It feels right, but is it? Intuitions, hard evidence and teaching Amos Paran MA TESOL (F2F &...

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Transcript of It feels right, but is it? Intuitions, hard evidence and teaching Amos Paran MA TESOL (F2F &...