WHAT STUDENTS OF LCTLS WANT THEIR TEACHERS TO KNOW Anna Uhl Chamot Jill Robbins (thanks to Laura...
-
Upload
alan-walters -
Category
Documents
-
view
212 -
download
0
Transcript of WHAT STUDENTS OF LCTLS WANT THEIR TEACHERS TO KNOW Anna Uhl Chamot Jill Robbins (thanks to Laura...
WHAT STUDENTS OF WHAT STUDENTS OF LCTLS WANT THEIR LCTLS WANT THEIR
TEACHERS TO KNOWTEACHERS TO KNOWAnna Uhl ChamotAnna Uhl Chamot
Jill RobbinsJill Robbins
(thanks to Laura Blythe Liu, (thanks to Laura Blythe Liu, Kristen D’Avolio, & Candice Kristen D’Avolio, & Candice
Michalowicz)Michalowicz)
The George Washington The George Washington University & National Capital University & National Capital
Language Resource CenterLanguage Resource Center
Washington, DCWashington, DC
http://nclrc.org/lctlshttp://nclrc.org/lctls
BACKGROUNDBACKGROUND
National Capital Language Resource National Capital Language Resource Center (NCLRC) one of 15 foreign Center (NCLRC) one of 15 foreign language resource centers in U. S.language resource centers in U. S.Since 1990 NCLRC has conducted Since 1990 NCLRC has conducted research on language learning research on language learning strategies, both identification and strategies, both identification and classroom applications studies.classroom applications studies.Learning Strategy Resource Guides Learning Strategy Resource Guides produced for elementary produced for elementary immersion, high school, and immersion, high school, and university language teachers and university language teachers and students.students.
PURPOSE OF CURRENT PURPOSE OF CURRENT NCLRC STUDYNCLRC STUDY
Explore how US college Explore how US college students learnstudents learn
ArabicArabic
ChineseChinese
JapaneseJapanese
KoreanKorean
RATIONALE FOR THE STUDYRATIONALE FOR THE STUDY
Most learning strategy research on Western languages.Good language learners (of Western languages) use similar strategies.Effect of non-Western writing systems on strategy use?Impact of unique grammar and non-cognate vocabulary?
PARTICIPANTSPARTICIPANTS
College learners of Arabic, College learners of Arabic, Chinese, Japanese, or Korean.Chinese, Japanese, or Korean.
Low Intermediate (fourth Low Intermediate (fourth semester) level at two U.S. semester) level at two U.S. universities.universities.
11 students of Arabic.11 students of Arabic.
10 students of Chinese.10 students of Chinese.
6 students of Japanese.6 students of Japanese.
4 students of Korean.4 students of Korean.
QUESTIONSQUESTIONS
What are the challenges in learning (language) ?What strategies do you use to overcome these challenges?What advice do you give to other students of this language?How are you learning the target language culture?
METHODOLOGYMETHODOLOGY
Record and videotape focus group interview protocols.Transcribe interviews verbatim.Analyze transcripts for learning challenges and responses.Identify student perceptions of effective and ineffective instruction.
FOCUS GROUP FOCUS GROUP INTERVIEW STRUCTUREINTERVIEW STRUCTURE
Writing task with think-aloud prompts.Questions on
SpeakingReadingListeningVocabularyCulture
Advice to a new student of the language.
How students study the language
Why students are studying the language
Student perceptions of
effective language instruction
ARABIC - HOWARABIC - HOW
Online listening: repeat many times (text materials)
Listen to music online
Online authentic materials: use images to guess meaning
Use the strategy of inferencing for live listening
CHINESE - HOWCHINESE - HOW
Using boxes for reading
QuickTime™ and aH.264 decompressor
are needed to see this picture.
CHINESE - HOWCHINESE - HOW
Working with NS friends
Watching movies
Using online listening
Using online games & quizzes (Quia)
CHINESE - HOWCHINESE - HOW
Listening with an iPod)
QuickTime™ and aH.264 decompressor
are needed to see this picture.
JAPANESE - HOWJAPANESE - HOW
Use flashcards while playing video games
Watch movies in Japanese
Make friends and get involved in martial arts and cultural exchanges
Study radicals to understand kanji
KOREANKOREANUse an online translator
QuickTime™ and aH.264 decompressor
are needed to see this picture.
KOREANKOREAN Internet radio, Korean music
QuickTime™ and aH.264 decompressor
are needed to see this picture.
KOREAN - HOWKOREAN - HOW
Use Imagery
QuickTime™ and aH.264 decompressor
are needed to see this picture.
ARABIC - WHYARABIC - WHYBecoming more bankable
A mission to learn
Getting “a profound sense of the Middle East”
QuickTime™ and aH.264 decompressor
are needed to see this picture.
CHINESE - WHYCHINESE - WHY
Go into International Politics
Just want to speak the language; enjoy the culture
Fascinated with China
To learn more about my heritage
JAPANESE - WHYJAPANESE - WHY
Interest in pop culture; anime
Career involving Japanese or business with Japan
Go for a homestay in Japan
KOREAN - WHYKOREAN - WHY
To get in touch with my identity
To communicate with my parents or relatives better (adopted child who wants to meet birth mother)
ARABIC - INSTRUCTIONARABIC - INSTRUCTION
Students don’t feel they are getting enough listening practice; must puzzle out what the teacher is saying through her gestures
Knowledge of grammar is simple
CHINESE - INSTRUCTIONCHINESE - INSTRUCTION
Pairwork can be productive (or not)
Partners can let you down
Managing time together is crucial
Limited knowledge of structures restricts creativity
Choral reading is “mind-bogglingly” slow
JAPANESE - JAPANESE - INSTRUCTIONINSTRUCTION
More reading wanted
QuickTime™ and aH.264 decompressor
are needed to see this picture.
JAPANESE - JAPANESE - INSTRUCTIONINSTRUCTION
Should start with kanji earlier
Transition from HS to college: “the jump was hard” because there was more review in HS
Students shouldn’t be allowed to NOT speak Japanese in class
KOREAN - INSTRUCTIONKOREAN - INSTRUCTION
Understanding teacher’s questions is difficult and stressful: Students under pressure stop listening and guess “what she must be asking”
QuickTime™ and aH.264 decompressor
are needed to see this picture.
NEXT STEPSNEXT STEPS
Continue data analysis.Continue data analysis.Develop descriptions of Develop descriptions of learning strategy learning strategy applications for each applications for each language.language.Produce resource guide for Produce resource guide for teaching learning strategies teaching learning strategies to students of Arabic, to students of Arabic, Chinese, Japanese, and Chinese, Japanese, and Korean.Korean.
FUTURE RESEARCHFUTURE RESEARCH
Ways to teach learning Ways to teach learning strategies for language-strategies for language-specific challenges.specific challenges.
Effects of strategies-based Effects of strategies-based instruction (SBI) on student instruction (SBI) on student achievement/proficiency, achievement/proficiency, attitude, and motivation.attitude, and motivation.
Instructional model for SBI for Instructional model for SBI for non-Western languages.non-Western languages.
FOR MORE INFORMATIONFOR MORE INFORMATION
Please visit the NCLRC website for Please visit the NCLRC website for free resources on language free resources on language learning strategies and other learning strategies and other topics topics
http://www.nclrc.org
Special thanks to our transcribers: Special thanks to our transcribers: Laura Blythe Liu, Kristen Laura Blythe Liu, Kristen D’Avolio, and Candice D’Avolio, and Candice MichalowiczMichalowicz