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Input, interaction, and the roles of Japanese teachers of English: A second language acquisition perspective
This document summarizes a presentation about input, interaction and the role of Japanese teachers of English from a second language acquisition perspective. It discusses that input is crucial for language learning, but the input must be comprehensible to learners. It also discusses that output is important, but input comes first. The presentation recommends that teachers adjust their speech for learners, use gestures and visual aids carefully, elaborate on meanings rather than simplify, and provide feedback to increase learners' awareness of language forms. The key ideas are that comprehensible input, elaboration and interaction help form-meaning mapping while feedback further develops awareness of forms.
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Input, interaction, and the roles of Japanese teachers of English: A second language acquisition perspective
- 1. Input, interaction, andthe roles of Japanese teachers of English Ken Urano, Hokkai-Gakuen University urano@hgu.jp September 15–16, 2013 @ Shinshu University, Nagano —A second language acquisition perspective—
- 2. Before we begin... •Please consider this talk as a proposal, rather than a lecture. • Your questions and comments are welcome at any time.
- 3. About me... • Iwas born in Yokohama. • And grew up in Nagano.
- 4. • I studiedat Shinshu Univ. • Also at the Univ. of Hawaii.
- 5. • I nowwork at Hokkai- Gakuen University, Sapporo. • I teach English to business students.
- 6. • I’m ateacher of English. • I’m a researcher in second language acquisition.
- 7. • I’m ateacher of English. • I’m a researcher in second language acquisition.
- 8. Researchers’roles, teachers’roles • Researcher • Makingguidelines • Teacher • Adapting the guidelines
- 9. What we know fromresearch
- 10. We know... • Importanceof input • No input, no language learning
- 11. Importance of input •Limited input sources • Outside the classroom • Textbook • Teachers’role as a main source of input
- 12. What about output? •Output is also important, but • Input is crucial. Input (Listening/Reading) Output （Speaking/Writing)
- 13. What about output? •Output is also important, but • Input is crucial. Input (Listening/Reading) Output （Speaking/Writing) X
- 14.
- 15. Not all inputis good.
- 16. It’s Greek tome! http://www.flickr.com/photos/dnevill/2402430135/
- 17. Comprehensible input • Inputneeds to be understood by the learner.
- 18.
- 19. I have twodaughters.
- 20. MSR: こんどパフェ食べにいくって！ We’re gonnaeat 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! My daughters’conversation
- 21. Even a 6-year-oldknows how to adjust her talk
- 22. Speech adjustment • Caretakerspeech • a.k.a. motherese, baby talk, etc. • Foreigner talk • Teacher talk
- 23. Question How would youadjust your speech?
- 24. Group work (1) •Make a list of ways to adjust your speech when talking to your students.
- 25. What we know fromresearch (2)
- 26. • Language learningtakes place • When learners understand the meaning of the input, and • When they pay some attention to the form, • At the same time. We know...
- 27.
- 28. Gestures & visualaids Statue of Liberty
- 29. Gestures & visualaids http://www.flickr.com/photos/philofphotos/249220155/
- 30. Gestures & visualaids • They are useful, but • They need to be used with caution • Because students may not pay attention to the form.
- 31. Gestures & visualaids http://www.flickr.com/photos/zigazou76/3593523470/ Statue of Napoleon
- 32. Gestures & visualaids http://www.flickr.com/photos/irenetong/2570306240/ Statue of King Kamehameha
- 33. Gestures & visualaids Statue of Liberty
- 34. Gestures & visualaids Statues
- 35. • Everybody knowsthat Mike is diligent. Suppose your students don’t know this word. To simplify or not to simplify...
- 36. • Everybody knowsthat Mike is diligent. To simplify or not to simplify... hard-working
- 37. Simplification • Replacing difficultitems with easy ones.
- 38. 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.
- 39. Simplification • Generally improves comprehension,but • Takes away the chance to learn a new item.
- 40.
- 41.
- 42. Elaboration • Giving additional informationto improve comprehension without removing the difficult item.
- 43. • Everybody knowsthat Mike is diligent, I mean, hard-working. improves comprehension kept in the input Elaboration
- 44.
- 45.
- 46. • Everybody knowsthat Mike is diligent. Do you know what diligent means? (No.) It means hard-working. So, everyone knows Mike is hard- working. Interaction
- 47. We know... • Simplificationimproves comprehension, but it does not help language learning. • Elaboration does both. • Interaction does both, too.
- 48. Group work (2) •Create a dialog between a student and a teacher which includes an example of elaboration and/or interaction.
- 49. What we know fromresearch (3)
- 50.
- 51. We know... • Studentsneed to pay some attention to form. • Providing corrective feedback helps increase their awareness.
- 52. Feedback options • +/-Explicit • +/- Correction
- 53. Feedback options Feedback typeExplicit–Implicit Correction Clarification request Implicit Explicit – Recast Implicit Explicit + Repetition Implicit Explicit – Elicitation Implicit Explicit – Metalinguistic clue Implicit Explicit – Explicit correction Implicit Explicit +
- 54. Clarification request S: Igo to the library yesterday. T: Pardon?
- 55. Recast S: I goto the library yesterday. T: Oh, you went to the library yesterday. Did you borrow any books?
- 56. Repetition S: I goto the library yesterday. T: “I go to the library yesterday”? S: Oh, I went to the library yesterday.
- 57. Elicitation S: I goto the library yesterday. T: Yesterday, you ... S: ... went to the library.
- 58. Metalinguistic clues S: Igo 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.
- 59. Explicit correction S: Igo 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.
- 60. Group work (3) •Create a dialog between a student and a teacher in which the teacher gives some feedback to the student.
- 61. Feedback options Feedback typeExplicit–Implicit Correction Clarification request Implicit Explicit – Recast Implicit Explicit + Repetition Implicit Explicit – Elicitation Implicit Explicit – Metalinguistic clue Implicit Explicit – Explicit correction Implicit Explicit +
- 62. Summary • Importance ofcomprehensible input • Elaboration and interaction to enhance form-meaning mapping • Corrective feedback to increase awareness
- 63.
- 64. • How willyou incorporate today’s ideas into your teaching? My last question Fin