Week 6: Oct. 11, 2023 Prof. Mae-Ran Park mrpark@pknu.ac.kr Review last class Chapter 8. Cultural and Sociopolitical Contexts (pp. 156-176) - Anastasiia Learners by age levels • Preschool (from 3–5 years of age) • Elementary School (6–12 years of age) • Secondary School (13–17/19 years of age) and • Adults (18+/20+ years of age) https://sanako.com/sanako-a-finnish-edtech-success-story • SLA research offers counter-evidence on this issue. • Effort – children pay spontaneous, peripheral attention to language forms while adults do overt, focal awareness of and attention to them. • Success – Adults can be superior in terms of aspects of acquisition (retain a larger vocabulary, utilize deductive and abstract processes for learning grammar and other linguistic concepts) while children demonstrate fluency and naturalness • Intellectual development: “the concrete operational stage” (“here and now”; no metalanguage to be used) • Attention span: Due to their shorter attention span, we need to make language lessons interesting, lively, and fun. • Sensory input: all five senses need to be stimulated • Affective factors: innovative yet inhibitive and sensitive • Authentic, meaningful language: for here and now, firmly context-embedded • Most childhood development experts believe the average attention span by age for children can be calculated by multiplying 2-3 minutes by the year of their age. Age of Child Average Attention Span 2 years old 4-6 mins. 3 years old 6-8 mins. 4 years old 8-12 mins. 5-6 years old 12-18 mins. 7-8 years old 16-24 mins. 9-10 years old 20-30 mins. 11-12 years old 25-35 mins. 13-14 years old 30-40 mins. 16+ years old 32-50+ mins. https://selfsufficientkids.com/average-attention-span-byage-for-children/ (1896-1980) http://developmentaltheoriesto.weebly.com/cognitive.html • Abstract thinking ability – understands a context-reduced segment of language • Attention span: longer attention spans • Self-confidence: bring life experience and self-confidence to the classroom; still adults can suffer from the emotional fragility • Vocational interests: can focus on their vocational future and derive motivational intensity from such vision. • Intellectual capacity: at the onset of abstract operational thought (age 11), logical thinking possible • Attention spans: despite longer attention spans, there might be diversions present in a teenager’s life. • Identity: ego, self-image, and self-efficacy are at their pinnacle; ultra-sensitive to how others perceive their changing physical and emotional selves • Looked at three different age groups (children, adolescents, and adults) • Examined each age group’s unique characteristics and how to apply them to teaching in the classroom • To teach each age group effectively, referring to guidelines for teaching would be useful. https://www.lingholic.com/reaching-a-plateau-in-language-learning-how-to-get-out-of-it/ • Accuracy: Accuracy refers to how correct learners' use of the language system is, including their use of grammar, pronunciation and vocabulary. • Fluency: (of a person) able to speak a language easily without many pauses; Match the typical speed of an English native speaker, which is around 160180 words per minute. • Comprehensibility or intelligibility: The quality of being easy or possible to understand; Comprehensibility refers to whether listeners can understand the message communicated by a speaker. • Grammaticality: For native speakers of natural languages, grammaticality is a matter of linguistic intuition, and reflects the innate linguistic competence of speakers. • Sociolinguistic appropriateness: Has a good command of idiomatic expressions and colloquialisms with awareness of connotative levels of meaning. Appreciates fully the sociolinguistic and sociocultural implications of language used by native speakers and can react accordingly. • FSI/ILR Levels: - Foreign Service Institute (FSI) / Interagency Language Roundtable (ILR) - Levels of proficiency for oral interviews: 6 levels (0-5) - ILR Scale: modified by ILR by adding + to the scale - 11 levels (FSI/ILR Levels)(0, 0+, 1, 1+ , etc.) in p. 132 - Pronunciation, fluency, integrative ability, sociolinguistic and cultural knowledge, grammar, vocabulary • IELTS Band Scale: - International English Language Testing System (IELTS) - Listening, Speaking, Reading and Writing Proficiency by 10 levels (0-9) - Refer to Table 7.2 in p. 133 • ACTFL Proficiency Guidelines: - American Council on Teaching Foreign Languages (ACTFL, 미국외국 어교육협회) - Listening, Speaking, Reading, and Writing Proficiency by 5 levels (Novice, Intermediate, Advanced, Superior, Distinguished) - ACTFL Guidelines are not connected with a particular test, but provide the guideline for designing the process of assessment - Refer to Table 7.3 in p. 134 https://www.actfl.org/educator-resources/actfl-proficiency-guidelines • The Common European Framework of Reference (CEFR): - The Common European Framework of Reference - 3 categories and 6 levels (Basic user, Independent User, Proficient User) - Refer to Table 7.4 in p. 137, Table 7.5 & Table 7.6 in p. 138 https://www.eurolingo.sg/cefr-levels/ • Definition: any pedagogical effort which is used to draw the learners' attention to language form either implicitly or explicitly … within meaning-based approaches to second language (L2) instruction (and) in which a focus on language is provided in either spontaneous or predetermined ways • Beginning level - Little or no prior knowledge of TL; most challenging - The growth of student's proficiency is apparent in a matter of a few weeks; most tangibly rewarding - Presenting of a material in simple segments 1. Student's Cognitive Learning Processes: Students' processing L2 is in a focal, controlled mode 2. The Role of the Teacher: Teacher-centered (but sometimes need student-centered work) 3. Teacher Talk: Simple Vocabulary and structures slightly just beyond their level (The use of L1 is effective) 4. Authenticity of Language: Very important (could be artificial because of all the repetition) 5. Fluency and Accuracy: Maintain students' flow with just enough attention to error 6. Student Creativity: Only within the confines of highly controlled repertoire of language 7. Activities and Tasks: Various short, simple techniques 8. Listening and Speaking Goals: Limited by little grammar and vocabulary 9. Reading and Writing Goals: To be brief 10. Form-Focused Instruction (FFI): Inductive explanation • Intermediate Level: - Ss have the ability to sustain basic communicative tasks, establish some minimal fluency, deal with a few unrehearsed situations, self-correct on occasion, use a few compensatory strategies, and get along in the language beyond survival. 1. Student's Cognitive Learning Processes: Some automatic processing has taken hold 2. The Role of the Teacher: More student-student interaction activity and learnercentered work is possible. 3. Teacher Talk: Teacher talk can be sustained at a natural pace and it should not occupy the majority of class time (less use of L1) 4. Authenticity of Language: Make sure whether Ss get themselves too far afield from authentic, real language because of concerning about grammatical correctness. 5. Fluency and Accuracy: Pronunciation is very important, but fluency is pursued only for limited utterances; no need to correct every minor errors. 6. Student Creativity: New language is now under control: more opportunities for Ss to be creative. 7. Activities and Tasks: Chain stories, surveys and polls, paired interviews, group problem solving. 8. Listening and Speaking Goals: Can participate in short conversations, ask and answer questions. 9. Reading and Writing Goals: Read paragraphs and short, simple stories. 10. Form-Focused Instruction (FFI): Over attention to “sore spots” in grammar can be very helpful at this stage. • Advanced Level: - Ss develop fluency along with a greater degree of accuracy - Can handle virtually any situation (both social and professional purposes) in which TL use is demanded 1. Student's Cognitive Learning Processes: Larger chunks are in the automatic mode, and focal attention is on the interpretation and negotiation of meaning to the conveying of thoughts and feelings in communication 2. The Role of the Teacher: Teacher creates effective learning opportunities even within a predominantly learner-centered classroom 3. Teacher Talk: Natural language at natural speed (almost no use of L1) 4. Authenticity of Language: Can be varied; everything from academic prose to literature to idiomatic conversation 5. Student Creativity: Able to apply classroom materials to real contexts and beyond 6. Fluency and Accuracy: No longer thinking about every word or structure 7. Activities and Tasks: Group debates and arguments, and complex role plays (Ss benefit from scanning and skimming reading material) 8. Listening and Speaking Goals: Focus on sociolinguistic and pragmatic nuances of language 9. Reading and Writing Goals: Learn more of critical reading; the role of schemata plays an important role in interpreting written texts, and writing a document related to one’s profession 10. Form-Focused Instruction (FFI): Focus should be shifted on functional forms, sociolinguistic and pragmatic phenomena, and building strategic competence; Well targeted form-focused instruction will be effective at this level • Looked at three different proficiency levels (beginning, intermediate, and advanced) • Examined each proficiency level’s features and how to utilize them to teaching in the classroom • To teach each proficiency level effectively, Ss’ cognitive learning processes, the role of the teacher, teacher talk, authenticity of language, fluency and accuracy, student creativity, activities and tasks, listening and speaking goals, reading and writing goals, and Form-Focused Instruction (FFI) were carefully examined. • English as an international language (EIL) vs. English as a lingua franca (ELF, a situation where English is used between two or more people who do not have the same L1) • Advantages of NNEST? • Native-speakerism (원어민주의, termed by Adrian Holliday, 2006): ‘a belief that the ‘best’ teachers of a language are native speakers • Translingual practice: ‘meaning negotiation between students and teachers as translingual practice, or bundles of activity that involve mobilizing and meshing divergent semiotic resources - including uses of the body, texts, shared understandings of context, and linguistic resources - to achieve communicative ends’ (Canagarajah, 2012) • Experiential Analysis: Reflect on your personal experience in either teaching or learning within real English language classrooms or programs. Apply advanced ELT methodology concepts and theories to analyze this experience. Evaluate the effectiveness of the teaching methods utilized, propose enhancements, and explore the implications for both theory and practice. • Length: Approximately 2-3 pages or 800-1,200 words • Due: Oct. 29 (Sun.) 23:59 Review last class Chapter 9. Curriculum and Course Design (pp. 178-195) by Hao Chapter 10. Lesson Planning (pp. 196-218) by David
