T6 Vye
-
Upload
advising-2011 -
Category
Education
-
view
217 -
download
4
description
Transcript of T6 Vye
![Page 1: T6 Vye](https://reader033.fdocuments.us/reader033/viewer/2022060201/559ae0e21a28ab1c2c8b4806/html5/thumbnails/1.jpg)
Advising2011
Kanda University of International Studies
An IATEFL Learner Autonomy SIG & KUIS Event
November 12th, 2011
Stacey Vye
Saitama University, Japan
Learner Autonomy & Getting Better at
English at the Same Time
![Page 2: T6 Vye](https://reader033.fdocuments.us/reader033/viewer/2022060201/559ae0e21a28ab1c2c8b4806/html5/thumbnails/2.jpg)
The Context: English Resource
Center (ERC), Saitama University
Japan the ERC is open to the entire student body at Saitama
University from 3pm ~5pm
the learners are literally encouraged to come and ask teachers about anything related to English
originated from a humble existence in 2004 from a borrowed classroom
-see the Autumn 2010 article in LA-SIG IATEFL’s Independence for more details 21-24:
Learning that doesn’t label what ‘kind’ of autonomy is appropriate Stacey Vye with Andy Barfield & AndroullaAthanasiou
![Page 3: T6 Vye](https://reader033.fdocuments.us/reader033/viewer/2022060201/559ae0e21a28ab1c2c8b4806/html5/thumbnails/3.jpg)
![Page 4: T6 Vye](https://reader033.fdocuments.us/reader033/viewer/2022060201/559ae0e21a28ab1c2c8b4806/html5/thumbnails/4.jpg)
![Page 5: T6 Vye](https://reader033.fdocuments.us/reader033/viewer/2022060201/559ae0e21a28ab1c2c8b4806/html5/thumbnails/5.jpg)
![Page 6: T6 Vye](https://reader033.fdocuments.us/reader033/viewer/2022060201/559ae0e21a28ab1c2c8b4806/html5/thumbnails/6.jpg)
![Page 7: T6 Vye](https://reader033.fdocuments.us/reader033/viewer/2022060201/559ae0e21a28ab1c2c8b4806/html5/thumbnails/7.jpg)
![Page 8: T6 Vye](https://reader033.fdocuments.us/reader033/viewer/2022060201/559ae0e21a28ab1c2c8b4806/html5/thumbnails/8.jpg)
![Page 9: T6 Vye](https://reader033.fdocuments.us/reader033/viewer/2022060201/559ae0e21a28ab1c2c8b4806/html5/thumbnails/9.jpg)
![Page 10: T6 Vye](https://reader033.fdocuments.us/reader033/viewer/2022060201/559ae0e21a28ab1c2c8b4806/html5/thumbnails/10.jpg)
Socially Situated Autonomy: Clash
rather than Crash in the ERC
Edith Esch’s work (2009) on the
conceptual distortions between individual
personal autonomy she calls crash and
critical socially situated autonomy that she
labels clash —that is a tension for genuine
dialogues to be discussed.
In the ERC, the continuum scale leans
towards the clash side; the approach of
peer and teacher interaction is more
socially situated.
![Page 11: T6 Vye](https://reader033.fdocuments.us/reader033/viewer/2022060201/559ae0e21a28ab1c2c8b4806/html5/thumbnails/11.jpg)
Measuring the Autonomous Shift &
Language Improvement too!
made possible by a grant provided by The
Ministry of Education and Technology of
Japan (Grant-in-Aid Scientific Research –
C)
the measure improvement of in English is
made through autonomous language
learning practices designed by over 20
and maybe all 26 learners themselves for
2 semesters AND…..
![Page 12: T6 Vye](https://reader033.fdocuments.us/reader033/viewer/2022060201/559ae0e21a28ab1c2c8b4806/html5/thumbnails/12.jpg)
…AND compares the levels of English by a pre and post tests of
the International English Language Testing System (IELTS)
~before and after the study
![Page 13: T6 Vye](https://reader033.fdocuments.us/reader033/viewer/2022060201/559ae0e21a28ab1c2c8b4806/html5/thumbnails/13.jpg)
Measuring the Autonomous Shift &
Language Improvement too!
The test scores will be correlated with an
illuminative evaluation (Richards, 2001) that
will reveal data about what students do to
study English and measure which autonomous
language studies are beneficial.
The learners will report the amount of time it
takes to achieve possible English
improvement.
![Page 14: T6 Vye](https://reader033.fdocuments.us/reader033/viewer/2022060201/559ae0e21a28ab1c2c8b4806/html5/thumbnails/14.jpg)
Why?
Had to write a grant! Didn’t think I would get it & was told I had slim chances of getting it, so I just wrote what I thought would catch the powers that be to listen.
And get money for my students (some think that’s crazy!)
Noticed a gap in the field of research I really enjoy: learner autonomy theorists painstakingly define the process, capacity, and the theory, but fewer studies on measuring improvement of the learners’ language skills.
Believe in my learners (I’m a language learner
![Page 15: T6 Vye](https://reader033.fdocuments.us/reader033/viewer/2022060201/559ae0e21a28ab1c2c8b4806/html5/thumbnails/15.jpg)
The IELT’s TEAM in Japan
Supported me by making test announcement
flyers and posters
Worked with me and the university to have the
test held at our school in a single day
Recommend working with the English exam
representatives: They are there to make things
easier for you!
They can give data for the general test
population.
![Page 16: T6 Vye](https://reader033.fdocuments.us/reader033/viewer/2022060201/559ae0e21a28ab1c2c8b4806/html5/thumbnails/16.jpg)
![Page 17: T6 Vye](https://reader033.fdocuments.us/reader033/viewer/2022060201/559ae0e21a28ab1c2c8b4806/html5/thumbnails/17.jpg)
Seminars of the Learners Choice in
the Center/Centre (ERC)
All 26 students agreed to meet once a week during one of these periods (however they can meet as much as they like)
Tuesday: 4th & 5th periods
Thursday: 1st & 4th periods
Friday: 1st period
![Page 18: T6 Vye](https://reader033.fdocuments.us/reader033/viewer/2022060201/559ae0e21a28ab1c2c8b4806/html5/thumbnails/18.jpg)
Know
the
Schedul
e!
Know the
Rules!
![Page 19: T6 Vye](https://reader033.fdocuments.us/reader033/viewer/2022060201/559ae0e21a28ab1c2c8b4806/html5/thumbnails/19.jpg)
Count the
Money!
Rules: Don’t use
the Grant Money
for Beer (What
happened before)!
![Page 20: T6 Vye](https://reader033.fdocuments.us/reader033/viewer/2022060201/559ae0e21a28ab1c2c8b4806/html5/thumbnails/20.jpg)
Do all of the
Science, Research,
and Calculations!
![Page 21: T6 Vye](https://reader033.fdocuments.us/reader033/viewer/2022060201/559ae0e21a28ab1c2c8b4806/html5/thumbnails/21.jpg)
Write Stuff
Down and Don’t
Forget!
![Page 22: T6 Vye](https://reader033.fdocuments.us/reader033/viewer/2022060201/559ae0e21a28ab1c2c8b4806/html5/thumbnails/22.jpg)
If you are not sure
of other rules
please check the
MEXT Homepages
for more
information!
![Page 23: T6 Vye](https://reader033.fdocuments.us/reader033/viewer/2022060201/559ae0e21a28ab1c2c8b4806/html5/thumbnails/23.jpg)
Conclusion
The aim is that the leanrers will
experience a shift from the focus
on the teacher lecturing English
to that where the student
continually connects with a
foreign language on his or her
own accord and gets better at
English at the same time!
![Page 24: T6 Vye](https://reader033.fdocuments.us/reader033/viewer/2022060201/559ae0e21a28ab1c2c8b4806/html5/thumbnails/24.jpg)
References
Esch, E. (2009). Crash or clash? Autonomy 10 years on. In R. Pemberton, S. Toogood & A. Barfield (Eds), Maintaining control: Autonomy in language learning (113-26). Hong Kong: Hong Kong University Press.
Richards, J. (2001). Curriculum development in language teaching. Cambridge: CambridgeUniversity Press.
Vye, S., Barfield, A. & Anthanasiou, A. (2010). Learning that doesn’t label what ‘kind’ of
autonomy is appropriate. Independence