Uploaded byKen Urano
Roles of assistant language teachers and Japanese teachers of English for a successful team-teaching relationship: From a second language acquisition perspective.
The document discusses research on second language acquisition and provides guidance for ALTs and JTEs on effective team teaching. It summarizes that input is crucial for language learning, but the input must be comprehensible to learners. Teachers should use techniques like elaboration, gestures, visual aids, and interaction to help make input comprehensible while retaining linguistic complexity. Simplification may improve understanding but not support learning. The document also recommends providing feedback to increase learners' awareness of language forms. Overall, it emphasizes the importance of comprehensible input through adjusted teacher speech, elaboration, and feedback to facilitate both meaning and form in the language learning process.
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Roles of assistant language teachers and Japanese teachers of English for a successful team-teaching relationship: From a second language acquisition perspective.
- 1. December 6, 2012 @ Hotel Lifort Sapporo Roles of ALTs and JTEs for a successful team-teaching relationship —From a second language acquisition perspective— Ken Urano, Hokkai-Gakuen University 1
- 2. Before we begin... • Please consider this talk as a proposal, rather than a lecture. • Your questions and comments are welcome at any time. 2
- 3. About me... • I’ma teacher of English. • I’m a researcher in second language acquisition. 3
- 4. About me... • I’ma teacher of English. • I’m a researcher in second language acquisition. 4
- 5. Researchers’ roles, teachers’ roles • Researcher • Making guidelines • Teacher • Adapting the guidelines 5
- 6. What we know fromresearch 6
- 7. We know... • Importanceof input • No input, no language learning 7
- 8. Importance of input •Limited input sources • Outside the classroom • Textbook • Teachers’ role as a main source of input 8
- 9. What about output? •Output is also important, but • Input is crucial. Input (Listening/Reading) Output （Speaking/Writing) 9
- 10. What about output? •Output is also important, but • Input is crucial. X Input (Listening/Reading) Output （Speaking/Writing) 10
- 11. But... 11
- 12. Not all inputis good. 12
- 13. It’s Greek tome! http://www.flickr.com/photos/dnevill/2402430135/ 13
- 14.
- 15.
- 16. I have twodaughters. 16
- 17. My daughters’ conversation yesterday MSR: こんどパフェ食べにいくって！ We’re gonna eat some parfait! AKR: パフェ？ Parfait? MSR: こんどアイス食べにいくって！ We’re gonna eat some ice cream! AKR: アイス！ Ice cream! 17
- 18. Even a 6-year-oldknows how to adjust her talk 18
- 19. Speech adjustment • Caretaker speech • a.k.a. motherese, baby talk, etc. • Foreigner talk • Teacher talk 19
- 20. Question 20
- 21. Question How do youadjust your speech? 21
- 22. We know... • Languagelearning takes place • When learners understand the meaning of the input, and • When they pay some attention to the form, • At the same time. 22
- 23. Form-meaning mapping 23
- 24. Gestures & visualaids 24
- 25. Gestures & visualaids Statue of Liberty 25
- 26. Gestures & visualaids http://www.flickr.com/photos/philofphotos/249220155/ 26
- 27. Gestures & visualaids • They are useful, but • They need to be used with caution • Because students may not pay attention to the form. 27
- 28. Gestures & visualaids Statue of Napoleon http://www.flickr.com/photos/zigazou76/3593523470/ 28
- 29. Gestures & visualaids Statue of King Kamehameha http://www.flickr.com/photos/irenetong/2570306240/ 29
- 30. Gestures & visualaids Statue of Liberty 30
- 31. Gestures & visualaids Statues 31
- 32. To simplify ornot to simplify... 32
- 33. To simplify ornot to simplify... • Everybody knows that Mike is diligent. Suppose your students don’t know this word. 33
- 34. To simplify ornot to simplify... • Everybody knows that Mike is diligent. hard-working 34
- 35. Simplification • Replacing difficultitems with easy ones. 35
- 36. Simplification • The girlwho is wearing blue jeans is my sister. There is a girl over there. She is wearing blue jeans. That’s my sister. 36
- 37. Simplification • Generally improves comprehension, but • Takes away the chance to learn a new item. 37
- 38.
- 39. Elaborate! 39
- 40. Elaboration • Giving additional information to improve comprehension without removing the difficult item. 40
- 41. Elaboration • Everybody knowsthat Mike is diligent, I mean, hard- working. 41
- 42. Or... 42
- 43.
- 44. Interaction • Everybody knowsthat Mike is diligent. Do you know what diligent means? (No.) It means hard-working. So, everyone knows Mike is hard- working. 44
- 45. We know... • Simplificationimproves comprehension, but it does not help language learning. • Elaboration does both. • Interaction does both, too. 45
- 46. Feedback 46
- 47. We know... • Studentsneed to pay some attention to form. • Providing corrective feedback helps increase their awareness. 47
- 48. Feedback options • +/-Explicit • +/- Correction 48
- 49. Feedback options Feedback type Explicit–Implicit Correction Clarification request Implicit – Recast + Repetition – Elicitation – Metalinguistic clue – Explicit correction Explicit + 49
- 50. Clarification request S: I go to the library yesterday. T: Pardon? 50
- 51. Recast S: I go to the library yesterday. T: Oh, you went to the library yesterday. Did you borrow any books? 51
- 52. Repetition S: I go to the library yesterday. T: “I go to the library yesterday”? S: Oh, I went to the library yesterday. 52
- 53. Elicitation S: I go to the library yesterday. T: Yesterday, you ... S: ... went to the library. 53
- 54. Metalinguistic clues S: I go to the library yesterday. T: It’s about yesterday, so what tense do you have to use? S: Past tense. I went to the library yesterday. 54
- 55. Explicit correction S: I go to the library yesterday. T: It’s about yesterday, so you have to use the past tense went. S: OK. I went to the library yesterday. 55
- 56. Summary 56
- 57. Summary • Importance ofcomprehensible input • Elaboration and interaction to enhance form-meaning mapping • Corrective feedback to increase awareness 57
- 58.
- 59. My last question •How will you incorporate today’s ideas into your teaching? 59