In the last lesson, we had poster presentation and potluck party. First, we are a lot of foods. Every food was very good!!!It was the first time for me to attend a potluck party, so I was really excited. I really do that again.
There is variety of posters. Each poster has good point and I could learn a lot.
Through this class, we did big project multi-genre. It was very hard and fun. Without group member, Brian and Mai, I could not finish my work. I really appreciate them.
In next semester, I am going to take Method 2. In that lesson, I would like to perform better than this semester. I really look forward to take method 2.
Monday, December 15, 2008
November 24th Class reflection
Reflection of presentation
Bekir, Veronika, and I had presentation. Bekir focused on group work. Veronika and I focused on styles and strategies. In the first activity, Veronika and I asked questions by using the Power Point. Some people had difficulty in answering, so we gave them hint with pictures. This activity is like a sponge Bob game which Brian and Stephanie did.
In the second activity, we had the classmates find study buddy.
I cannot study with snacks. In Japan, nobody allowed to eat during class. It seems to be very rude in Japanese society, however, there are a lot of people eat during class in America. For the first time, I can not believe that. I think that the learning styles vary in culture to culture.
I have one question. The Asian people are ordinary visual learner. I do not know why. The cause of learning style is a genetic or something? Or prior experience? I really want to know that.
Bekir, Veronika, and I had presentation. Bekir focused on group work. Veronika and I focused on styles and strategies. In the first activity, Veronika and I asked questions by using the Power Point. Some people had difficulty in answering, so we gave them hint with pictures. This activity is like a sponge Bob game which Brian and Stephanie did.
In the second activity, we had the classmates find study buddy.
I cannot study with snacks. In Japan, nobody allowed to eat during class. It seems to be very rude in Japanese society, however, there are a lot of people eat during class in America. For the first time, I can not believe that. I think that the learning styles vary in culture to culture.
I have one question. The Asian people are ordinary visual learner. I do not know why. The cause of learning style is a genetic or something? Or prior experience? I really want to know that.
November 17th Class reflection
In chapter 15 of HDB, we learned classroom management. The author suggested followings.
First, the teachers have to make physical comfortable place. Second, the teachers have to arrange the desks in order to make the students interact each other. Third, the teachers have to know how to use the chalkboard effectively. Fourth, the teachers have to prepare well. Fifth the author mentions about our rate of speech. Even though the students do not understand what the teacher said, the teacher should not decrease their rate of speech. The teacher should speak just clearly. Sixth, when the teacher encounter unexpected situation, the teachers should poise. In the last part, the author mentions about balancing praise and criticism. I think that if the balanced is collapsed, it is hard for the teachers to teach, so we need to know how to keep balance effectively.
In this chapter, the author mentions about what we teacher can not controll. For example, the class size. In Japan we ordinary have 40 students in one class. Besides this, we have to take care deeply.
First, the teachers have to make physical comfortable place. Second, the teachers have to arrange the desks in order to make the students interact each other. Third, the teachers have to know how to use the chalkboard effectively. Fourth, the teachers have to prepare well. Fifth the author mentions about our rate of speech. Even though the students do not understand what the teacher said, the teacher should not decrease their rate of speech. The teacher should speak just clearly. Sixth, when the teacher encounter unexpected situation, the teachers should poise. In the last part, the author mentions about balancing praise and criticism. I think that if the balanced is collapsed, it is hard for the teachers to teach, so we need to know how to keep balance effectively.
In this chapter, the author mentions about what we teacher can not controll. For example, the class size. In Japan we ordinary have 40 students in one class. Besides this, we have to take care deeply.
November 10th Class reflection
In the class, we observed English class in Korea. The situation was very similar to Japanese EFL settings. Through the class, the teacher continued to speak by himself and there was no chance for students to speak. I think that the teacher should give the chance for students to speak a lot.
The content of this class is banking. The teacher explained how to use bank from the beginning. Some of our classmates said that the teacher should use the prior students’ knowledge of banking. However, I doubted that the students really have prior knowledge of banking. In my case, I started to use bank when I was the freshman of undergraduate student for the first time.
Observing class is very effective. We can learn not only our experience but also others experience.
The content of this class is banking. The teacher explained how to use bank from the beginning. Some of our classmates said that the teacher should use the prior students’ knowledge of banking. However, I doubted that the students really have prior knowledge of banking. In my case, I started to use bank when I was the freshman of undergraduate student for the first time.
Observing class is very effective. We can learn not only our experience but also others experience.
November 10th reflection of reading
Corrective feedback in the classroom
I focused on error correction in our multi-genre, so I will write findings of our multi-genre.
First, we learned that the attitude against error correction is shifted dramatically. Compared to now and past, the attitude is totally different. From the traditional point of view, mistakes are a revelation of students’ ignorance, laziness and lack of commitment and mistakes should be highly avoided. Therefore, a perfect lesson should be mistake-free. From the communicative point of view, mistakes show that students are experimenting with the language, trying to formulate sentences and responses for themselves, and are an inevitable and natural part of the learning process. Therefore, a perfect lesson is one full of student mistakes and students correcting themselves and each other.
Second, we learned that what kinds of errors should be corrected. When the teachers think about comprehensibility of learners, they should correct errors that cause a misunderstanding or lack of intelligibility. If the errors that are constantly made by an individual student or the entire class, that errors should be given priority and be corrected. Then, errors in form that students have recently learned in class should be corrected. In addition, teachers have to correct learners’ errors according to students’ proficiency levels, needs and personal preferences.
Third, we learned that errors are not only corrected by teachers but also corrected by others. There are mainly three types of correction in language classroom. Self-correction: students correct themselves. Peer-correction: students correct each other. Teacher-correction: Teacher corrects students’ errors.
Fourth, we learned that how to treat errors. There are techniques of direct and indirect corrections. The direct correction is that teacher stops the student, points out mistake, gets student to self-correct or be corrected by another student. On the other hand, indirect correction is that teacher takes notes of mistakes and deals with correction at a later time.
Fifth, error correction can have positive and negative effects on students’ language learning because most students, especially teenager and adults have high self-esteem and they are very sensitive toward mistakes. On the one hand, positive effects have students become fully aware of their area of problems and work toward solving it and become more open and tolerant of their own mistakes and those of their classmates and they are willing to try out new language items and consider teacher correction as useful guided helps. On the other hand, negative effects have students be afraid of being criticized and play it safe by not trying to produce the language anymore, become critical of their own mistakes and those of their friends, and feel frustrated and insecure during class periods.
I focused on error correction in our multi-genre, so I will write findings of our multi-genre.
First, we learned that the attitude against error correction is shifted dramatically. Compared to now and past, the attitude is totally different. From the traditional point of view, mistakes are a revelation of students’ ignorance, laziness and lack of commitment and mistakes should be highly avoided. Therefore, a perfect lesson should be mistake-free. From the communicative point of view, mistakes show that students are experimenting with the language, trying to formulate sentences and responses for themselves, and are an inevitable and natural part of the learning process. Therefore, a perfect lesson is one full of student mistakes and students correcting themselves and each other.
Second, we learned that what kinds of errors should be corrected. When the teachers think about comprehensibility of learners, they should correct errors that cause a misunderstanding or lack of intelligibility. If the errors that are constantly made by an individual student or the entire class, that errors should be given priority and be corrected. Then, errors in form that students have recently learned in class should be corrected. In addition, teachers have to correct learners’ errors according to students’ proficiency levels, needs and personal preferences.
Third, we learned that errors are not only corrected by teachers but also corrected by others. There are mainly three types of correction in language classroom. Self-correction: students correct themselves. Peer-correction: students correct each other. Teacher-correction: Teacher corrects students’ errors.
Fourth, we learned that how to treat errors. There are techniques of direct and indirect corrections. The direct correction is that teacher stops the student, points out mistake, gets student to self-correct or be corrected by another student. On the other hand, indirect correction is that teacher takes notes of mistakes and deals with correction at a later time.
Fifth, error correction can have positive and negative effects on students’ language learning because most students, especially teenager and adults have high self-esteem and they are very sensitive toward mistakes. On the one hand, positive effects have students become fully aware of their area of problems and work toward solving it and become more open and tolerant of their own mistakes and those of their classmates and they are willing to try out new language items and consider teacher correction as useful guided helps. On the other hand, negative effects have students be afraid of being criticized and play it safe by not trying to produce the language anymore, become critical of their own mistakes and those of their friends, and feel frustrated and insecure during class periods.
November 3rd Class reflection
In group work, we listed up the technology and chose the technology which we can use in teaching English. We listed up around twenty items. We can use many items in teaching English. In recent years, technologies are developed rapidly and these are used in ESL or ESL class. In Japan, almost all the university has Language laboratory. However, I think there are few teachers make the most of it. In other words, even though teachers have good technology device, they can not use them. It is waste of money! We teachers have to know how to use them effectively.
November 3rd reflection of reading
TECHNOLOGY IN TESL
In this week, one of the reading assignments are about technology. Nowadays, the world is filled with technologies. We cannot survive without technologies. In the textbook, there are some references of the website. Among them, I am really interested in technologies of listening and pronunciation, so I tried to go that websites. In one of pronunciation websites, we can learn how to articulate English consonant with x-ray. I think that t is easy to understand and we can use in teaching. If the students rely on listening, they might have trouble. Because some of the students are not good at differentiate sounds. In that case, this website is really helpful.
One of the listening website introduces to use authentic materials and we can listen to the conversation in natural situation. I mean the conversations were recorded as natural. Japanese EFL learners are accustomed to listen to the non-authentic material. When they go abroad and listen natural conversations, they have difficulty in listening. In order to avoid this, the teacher has to use the authentic materials. These kinds of website are really helpful.
In this week, one of the reading assignments are about technology. Nowadays, the world is filled with technologies. We cannot survive without technologies. In the textbook, there are some references of the website. Among them, I am really interested in technologies of listening and pronunciation, so I tried to go that websites. In one of pronunciation websites, we can learn how to articulate English consonant with x-ray. I think that t is easy to understand and we can use in teaching. If the students rely on listening, they might have trouble. Because some of the students are not good at differentiate sounds. In that case, this website is really helpful.
One of the listening website introduces to use authentic materials and we can listen to the conversation in natural situation. I mean the conversations were recorded as natural. Japanese EFL learners are accustomed to listen to the non-authentic material. When they go abroad and listen natural conversations, they have difficulty in listening. In order to avoid this, the teacher has to use the authentic materials. These kinds of website are really helpful.
November 3rd reflection of reading
TECHNOLOGY IN TESL
In this week, one of the reading assignments are about technology. Nowadays, the world is filled with technologies. We cannot survive without technologies. In the textbook, there are some references of the website. Among them, I am really interested in technologies of listening and pronunciation, so I tried to go that websites. In one of pronunciation websites, we can learn how to articulate English consonant with x-ray. I think that t is easy to understand and we can use in teaching. If the students rely on listening, they might have trouble. Because some of the students are not good at differentiate sounds. In that case, this website is really helpful.
One of the listening website introduces to use authentic materials and we can listen to the conversation in natural situation. I mean the conversations were recorded as natural. Japanese EFL learners are accustomed to listen to the non-authentic material. When they go abroad and listen natural conversations, they have difficulty in listening. In order to avoid this, the teacher has to use the authentic materials. These kinds of website are really helpful.
In this week, one of the reading assignments are about technology. Nowadays, the world is filled with technologies. We cannot survive without technologies. In the textbook, there are some references of the website. Among them, I am really interested in technologies of listening and pronunciation, so I tried to go that websites. In one of pronunciation websites, we can learn how to articulate English consonant with x-ray. I think that t is easy to understand and we can use in teaching. If the students rely on listening, they might have trouble. Because some of the students are not good at differentiate sounds. In that case, this website is really helpful.
One of the listening website introduces to use authentic materials and we can listen to the conversation in natural situation. I mean the conversations were recorded as natural. Japanese EFL learners are accustomed to listen to the non-authentic material. When they go abroad and listen natural conversations, they have difficulty in listening. In order to avoid this, the teacher has to use the authentic materials. These kinds of website are really helpful.
November 3rd reflection of reading
TECHNOLOGY IN TESL
In this week, one of the reading assignments are about technology. Nowadays, the world is filled with technologies. We cannot survive without technologies. In the textbook, there are some references of the website. Among them, I am really interested in technologies of listening and pronunciation, so I tried to go that websites. In one of pronunciation websites, we can learn how to articulate English consonant with x-ray. I think that t is easy to understand and we can use in teaching. If the students rely on listening, they might have trouble. Because some of the students are not good at differentiate sounds. In that case, this website is really helpful.
One of the listening website introduces to use authentic materials and we can listen to the conversation in natural situation. I mean the conversations were recorded as natural. Japanese EFL learners are accustomed to listen to the non-authentic material. When they go abroad and listen natural conversations, they have difficulty in listening. In order to avoid this, the teacher has to use the authentic materials. These kinds of website are really helpful.
In this week, one of the reading assignments are about technology. Nowadays, the world is filled with technologies. We cannot survive without technologies. In the textbook, there are some references of the website. Among them, I am really interested in technologies of listening and pronunciation, so I tried to go that websites. In one of pronunciation websites, we can learn how to articulate English consonant with x-ray. I think that t is easy to understand and we can use in teaching. If the students rely on listening, they might have trouble. Because some of the students are not good at differentiate sounds. In that case, this website is really helpful.
One of the listening website introduces to use authentic materials and we can listen to the conversation in natural situation. I mean the conversations were recorded as natural. Japanese EFL learners are accustomed to listen to the non-authentic material. When they go abroad and listen natural conversations, they have difficulty in listening. In order to avoid this, the teacher has to use the authentic materials. These kinds of website are really helpful.
October 27th Class reflection
Mai and I have a presentation. Before doing presentation, we met a lot and discuss what kinds of activities are appropriate for our presentation. When we come up with the idea, we thought we can do it, however, once we tried to do the activity, we noticed that we cannot do it. I learned that it is extremely difficult to create activity. Finally, we managed to create two activity.
First activity is called “racer.” the trouble was that we made too easy questions. Therefore classmates have to wait even though they finish. In order to solve this problem, we have to be flexible. We should not make the students wait and bored.
In second activity, we did skit in front of class. I am so shy, but I did my best. I am not good at playing role, however, I think that it is good for the teachers and the students to do skit because it is very fun.
In this presentation, I could not do perfectly, so, next presentation, I have to improve more and more.
First activity is called “racer.” the trouble was that we made too easy questions. Therefore classmates have to wait even though they finish. In order to solve this problem, we have to be flexible. We should not make the students wait and bored.
In second activity, we did skit in front of class. I am so shy, but I did my best. I am not good at playing role, however, I think that it is good for the teachers and the students to do skit because it is very fun.
In this presentation, I could not do perfectly, so, next presentation, I have to improve more and more.
october 27th reflection ofn reading
Syllabus design
There are five types of syllabus design which includes grammatical, notional-functional, content-based, task-based, and integrated.
In 1970’s, grammar was criticized because linear sequencing cannot represent the complexity of language and leaner does not have to acquire grammar deeply.
So, different types of approach to syllabus design were proposed. At the same time, needs analysis was developed. Munby (1987) developed needs analysis. According to him, we have to consider following things.
Participants
Purposive domain
Setting
Interaction
Instrument
Dialect
Target level
Communicative event
Communicative key
When I create a syllabus, I would like to consider those things.
There are five types of syllabus design which includes grammatical, notional-functional, content-based, task-based, and integrated.
In 1970’s, grammar was criticized because linear sequencing cannot represent the complexity of language and leaner does not have to acquire grammar deeply.
So, different types of approach to syllabus design were proposed. At the same time, needs analysis was developed. Munby (1987) developed needs analysis. According to him, we have to consider following things.
Participants
Purposive domain
Setting
Interaction
Instrument
Dialect
Target level
Communicative event
Communicative key
When I create a syllabus, I would like to consider those things.
October 20th Class reflection
The presentation of Stephanie and Chris
The presentation by Stephanie and Chris was very organized and well understandable. I really enjoy their presentation. Through this graduate study, I would like to present like Stephanie and Chris. In order to do like them, i need to practice again and again.
During the class, we have to hand in two of the multi-genre. I did not expected peer reviewing. The comments that the peer gave was really helpful to improve our work. They had us spread view point. When I became a teacher, I would like to use peer feedback.
The presentation by Stephanie and Chris was very organized and well understandable. I really enjoy their presentation. Through this graduate study, I would like to present like Stephanie and Chris. In order to do like them, i need to practice again and again.
During the class, we have to hand in two of the multi-genre. I did not expected peer reviewing. The comments that the peer gave was really helpful to improve our work. They had us spread view point. When I became a teacher, I would like to use peer feedback.
October 20th reflection of readings
The assignment was reading MCM’s book. I learned Guidelines for language classroom, instruction, ESP, and evaluation for selection and analysis for implementation.
I would like to mention about principles of lesson plan. There are mainly three elements of good lesson plan.
First, a good lesson has a sense of coherence and flow. If there is no coherence of lesson plan, not only the teacher is confused but also the students are confused, too. In order to avoid this situation, the teacher has to write lesson plan deeply and clearly.
Second, a good lesson exhibits variety. In order to avoid the students’ boredom, the teacher has to have a variety of activities. Fortunately, I found a good book for ESL activities. In that book, many interesting activities are introduced. In the future, I will use them to write a good lesson plan.
Third, a good lesson is flexible. The teacher often encounters unexpected things during lessons. In order to treat them, the teachers have to prepare for them. For example, If the teacher has extra time, the teacher has to add activity. On the other hand, If the teacher runs out of time, the teacher have to cut some activity.
I have a little experience to learn and write a lesson plan in Japan. In this reading, However, I learned what kinds of elements are needed to write a good lesson plan, so, I would like to apply this to my future lesson plan.
I would like to mention about principles of lesson plan. There are mainly three elements of good lesson plan.
First, a good lesson has a sense of coherence and flow. If there is no coherence of lesson plan, not only the teacher is confused but also the students are confused, too. In order to avoid this situation, the teacher has to write lesson plan deeply and clearly.
Second, a good lesson exhibits variety. In order to avoid the students’ boredom, the teacher has to have a variety of activities. Fortunately, I found a good book for ESL activities. In that book, many interesting activities are introduced. In the future, I will use them to write a good lesson plan.
Third, a good lesson is flexible. The teacher often encounters unexpected things during lessons. In order to treat them, the teachers have to prepare for them. For example, If the teacher has extra time, the teacher has to add activity. On the other hand, If the teacher runs out of time, the teacher have to cut some activity.
I have a little experience to learn and write a lesson plan in Japan. In this reading, However, I learned what kinds of elements are needed to write a good lesson plan, so, I would like to apply this to my future lesson plan.
reflection of class September 29th
Aaron’s presentation
I was much moved Aaron’s presentation. There are some reasons why I think so.
First, he was like a professor. His presentation was like a lecture of university. He did his presentation with only textbook. I think that explaining things with only textbook is really hard, but he did.
Second, he was a good facilitator. He did not only speaking about textbook, but also facilitates discussion of the classmates. I think that he did very well.
Types of motivations
The discussion topic was motivations. There are a lot of styles of motivations. I think that extrinsic motivation can be better than intrinsic motivation even though the author said that intrinsic motivation is better than extrinsic motivation. I think that balance between them is important.
I was much moved Aaron’s presentation. There are some reasons why I think so.
First, he was like a professor. His presentation was like a lecture of university. He did his presentation with only textbook. I think that explaining things with only textbook is really hard, but he did.
Second, he was a good facilitator. He did not only speaking about textbook, but also facilitates discussion of the classmates. I think that he did very well.
Types of motivations
The discussion topic was motivations. There are a lot of styles of motivations. I think that extrinsic motivation can be better than intrinsic motivation even though the author said that intrinsic motivation is better than extrinsic motivation. I think that balance between them is important.
September 22nd
Sponge Bob game
I love the activity that Brian and Stephanie did. That was the first time for me to do Sponge Bob game! I think that it is really helpful to have students reinforce their knowledge because students can enjoy the game and do the activity without anxiety.
Activities of the authors suggest
This week’s reading assignment was L and S chapter 1 and 2. I did not do the activity which we have to check the differences of first and second language acquisition. Dr. Smidt said that we should do the activity on the textbook. I really think so, too. Therefore, I will not only read materials but also so the activities which the authors suggest.
I love the activity that Brian and Stephanie did. That was the first time for me to do Sponge Bob game! I think that it is really helpful to have students reinforce their knowledge because students can enjoy the game and do the activity without anxiety.
Activities of the authors suggest
This week’s reading assignment was L and S chapter 1 and 2. I did not do the activity which we have to check the differences of first and second language acquisition. Dr. Smidt said that we should do the activity on the textbook. I really think so, too. Therefore, I will not only read materials but also so the activities which the authors suggest.
Journal #3 tomorrow is due day
It is quite hard and fun to create poster for presentation. In this weekend, we met three times. Because everyone is very busy and it is difficult to meet long time. We went to CSU and borrow the tools for creating poster. There are variety of tools and these reminded me my kindergarten days. I spent a good time. We have much information, so it is tough to synthesize information. We are still thinking how to present them in the class. I hope that we can success our poster presentation, because we spent much time.
Journal #2 The importance of peer teaching
I handed in our 5th genre. I draw a poster of writing center. Speaking of writing center, I always think about writing center. I mainly wrote followings, Organizing: how might you shape or organize your idea? Drafting: How can you connect your thoughts in a coherent flow? Revising: How can you re-see and reconsider your large and small scale choices? Editing: How can you improve your sentence and grammar skills? However, in peer reviewing, the peer mentioned that this poster is not suitable for our topic. So, I should rewrite. However, I really appreciated the peer reviewer because I have a chance to revise. I think that peer teaching system is really helpful.
Journal #1 How to write annotated bibliography
Today, we learned how to write bibliography. When I was an undergraduate student, I never be careful about it, because my university was not so strict with it. So, that was the first time to learn APA style. From the writer’s point of view, it is very troublesome and I sometimes tended to scream. However, from the reader’s point of view, it is really helpful to find out the references. Now that I am a graduate student, I would like to write clear and correct references. In order to do so, it is important to learn the basic style.
Monday, November 24, 2008
summary of styles and strategies
Styles
Visual: like to read and obtain a great deal from visual stimulation. Without any visual backup such as lectures, conversations, and oral instructions, they will be confused.
Auditory: enjoy and profit from unembellished lectures, conversations, and oral instructions. They are excited by classroom interactions in role plays and similar activities. They have difficulty with written work.
Kinesthetic and tactile: like lots of movement and enjoy working with tangible objects, collages, and flashcards. It is hard for them to sit at a desk for a long time.
Strategies
Cognitive strategies: enable the learner to manipulate the language material in direct ways, for example, through reasoning, analysis, note-taking, summarizing, synthesizing, outlining, reorganizing information to develop stronger schemas.
Metacognitive strategies: for example, identifying one’s own leaning preferences and needs, planning for an L2 task, gathering and organizing materials, arranging a study space and a schedule, monitoring mistakes, evaluating task success, and evaluating the success of any type of learning.
Memory-related strategies: these strategies help learners link one L2 item or concept with another, but do not necessarily involve deep understanding. For example, there are rhyming, the keyword method, and Total physical response.
Compensatory strategies: for example, guessing from context in listening and reading, using synonyms and ‘talking around’ the missing word to aid speaking and writing. These strategies help the learner make up fro missing knowledge.
Affective strategies: for example, identifying one’s mood and anxiety level, talking about feelings, rewarding oneself for good performance, and using deep breathing or positive self-talk.
Social strategies: For example, asking questions to get verification, asking for clarification of a confusing point, asking for help in doing a language task, talking with a native-speaking conversation partner, and exploring cultural and social norms.
These help the learner work with others and understand the target culture as well as the language.
Visual: like to read and obtain a great deal from visual stimulation. Without any visual backup such as lectures, conversations, and oral instructions, they will be confused.
Auditory: enjoy and profit from unembellished lectures, conversations, and oral instructions. They are excited by classroom interactions in role plays and similar activities. They have difficulty with written work.
Kinesthetic and tactile: like lots of movement and enjoy working with tangible objects, collages, and flashcards. It is hard for them to sit at a desk for a long time.
Strategies
Cognitive strategies: enable the learner to manipulate the language material in direct ways, for example, through reasoning, analysis, note-taking, summarizing, synthesizing, outlining, reorganizing information to develop stronger schemas.
Metacognitive strategies: for example, identifying one’s own leaning preferences and needs, planning for an L2 task, gathering and organizing materials, arranging a study space and a schedule, monitoring mistakes, evaluating task success, and evaluating the success of any type of learning.
Memory-related strategies: these strategies help learners link one L2 item or concept with another, but do not necessarily involve deep understanding. For example, there are rhyming, the keyword method, and Total physical response.
Compensatory strategies: for example, guessing from context in listening and reading, using synonyms and ‘talking around’ the missing word to aid speaking and writing. These strategies help the learner make up fro missing knowledge.
Affective strategies: for example, identifying one’s mood and anxiety level, talking about feelings, rewarding oneself for good performance, and using deep breathing or positive self-talk.
Social strategies: For example, asking questions to get verification, asking for clarification of a confusing point, asking for help in doing a language task, talking with a native-speaking conversation partner, and exploring cultural and social norms.
These help the learner work with others and understand the target culture as well as the language.
Monday, October 20, 2008
Class reflection
In the class, Jodi handed out the sheets whose title is “Do you speak American?” I tried to define the words and expressions, but I could answer only one expression. After class, I asked native speaker of English, and he says that even though he is native speaker he does not know all of them. I reconfirmed that there are varieties of English in America and in order to communicate fluently, I have to study more and more.
Mai introduced interesting video in her blog. I was very suprised when I watched the video first time. I am interested in how the guy acquire English in detail. He says that he learned from films, if this is true, I would like to learn how to do it from him!!!
Mai introduced interesting video in her blog. I was very suprised when I watched the video first time. I am interested in how the guy acquire English in detail. He says that he learned from films, if this is true, I would like to learn how to do it from him!!!
Monday, October 13, 2008
Week 8 reading reflection
In the reading materials, there are questions that which is the better teacher, NESTs or NNESTs. According to the apple book, both groups have advantages and disadvantages. Then, the author concluded that the balance between NESTs and NNESTs is very important in order to complement each other in their strengths and weaknesses.
Therefore, organized collaboration, team teaching have become well researched area in recent years. The author says that team teaching initiative has been developed in Japan. That is called JET program (Japan Exchange and Teaching Program).
I worked in junior high school in Japan for one month as teaching practice. There are native speaker of English as JET program. As far as I observe the class, team teaching program was dysfunction. There are some reasons.
First, the native English speaker is not professional of teaching English. Those who graduate American university can be a teacher in JET program. In other words, JET program ignore the prior majors of teachers. Everyone who has a bachelor’s degree can be a teacher.
Second, NNEST don not know how to do team teaching. It is not rare for Japanese English teacher who can not communicate foreigner in English. They can not plan the class with foreigner. This is very ridiculous.
Even though most of the JET systems in Japan are dysfunction, Japanese government continues to pay 3000 dollar per month for each teachers of JET program.
Therefore, organized collaboration, team teaching have become well researched area in recent years. The author says that team teaching initiative has been developed in Japan. That is called JET program (Japan Exchange and Teaching Program).
I worked in junior high school in Japan for one month as teaching practice. There are native speaker of English as JET program. As far as I observe the class, team teaching program was dysfunction. There are some reasons.
First, the native English speaker is not professional of teaching English. Those who graduate American university can be a teacher in JET program. In other words, JET program ignore the prior majors of teachers. Everyone who has a bachelor’s degree can be a teacher.
Second, NNEST don not know how to do team teaching. It is not rare for Japanese English teacher who can not communicate foreigner in English. They can not plan the class with foreigner. This is very ridiculous.
Even though most of the JET systems in Japan are dysfunction, Japanese government continues to pay 3000 dollar per month for each teachers of JET program.
Monday, October 6, 2008
Class reflection week 7
During class, we have learned how to use library systems from one of librarian of MSU. I think that instruction was very helpful for us when we make some researches and write some articles. I would like to make the most of the library systems from now on.
In the class, we focused on language learner characteristics. I am really exited about the activity which Rachel made. Even though I read the textbooks, I sometimes forgot the contents. That is extremely sad thing for me. I have to try to internalize the every content which I read. In the activity there was a question about motivation. There are two kinds of motivation. That is integrative motivation and instrumental motivation. The first type is a desire to be socially integrated in target culture. The second type is that an individual learns second language to attain a certain goal, for instance a job promotion. I came up with a question that which motivation is more effective? I could find the one of the answer by using Schumann’s acculturation model (learners will acquire the target language to the degree that they acculturate.) Based on Schumann’s theory, the integrative motivation is more effective than the instrumental motivation because the integrative motivation is much more acculturate rather than the instrumental motivation. However, Lukmani(1972) says that if someone with extraordinary high instrumental motivation may perform well than someone with integrative motivation. I reconfirmed that there is individual differences in second language acquisition.
In the class, we focused on language learner characteristics. I am really exited about the activity which Rachel made. Even though I read the textbooks, I sometimes forgot the contents. That is extremely sad thing for me. I have to try to internalize the every content which I read. In the activity there was a question about motivation. There are two kinds of motivation. That is integrative motivation and instrumental motivation. The first type is a desire to be socially integrated in target culture. The second type is that an individual learns second language to attain a certain goal, for instance a job promotion. I came up with a question that which motivation is more effective? I could find the one of the answer by using Schumann’s acculturation model (learners will acquire the target language to the degree that they acculturate.) Based on Schumann’s theory, the integrative motivation is more effective than the instrumental motivation because the integrative motivation is much more acculturate rather than the instrumental motivation. However, Lukmani(1972) says that if someone with extraordinary high instrumental motivation may perform well than someone with integrative motivation. I reconfirmed that there is individual differences in second language acquisition.
WEEK 7 READINGS REVIW
According to the week 7 readings, we could learn that there are many reasons on individual differences in second language acquisition. This is because that the lack of clear definitions and methods for measuring individual characteristics and characteristics are not independent of one another complexly. Then, teachers’ objectives is to take learners’ individual differences into account and create a learning environment in which more learners can be successful in learning second language acquisition. In order to this, teachers have to know the characteristics of learners.
In the personality section (L and S), the author mention about inhibition that is a negative force for at least second language pronunciation performance. Some researcher studies about the effective of Alcohol in reducing inhibition. According to them, alcohol is effective to reduce inhibition. I really try this method. However they also mention that when larger doses of alcohol were administrated, pronunciation rapidly deteriorated. In other word, too much drinking is too bad!!! I have to consider that point!
In the personality section (L and S), the author mention about inhibition that is a negative force for at least second language pronunciation performance. Some researcher studies about the effective of Alcohol in reducing inhibition. According to them, alcohol is effective to reduce inhibition. I really try this method. However they also mention that when larger doses of alcohol were administrated, pronunciation rapidly deteriorated. In other word, too much drinking is too bad!!! I have to consider that point!
Monday, September 29, 2008
Teaching by principles
I have learned 12 principles in chapter 4. Among these principles, I would like to mention about principal 3 (the anticipation of reward). I strongly agree with the definition that human beings are universally driven to act, or behave, by the anticipation of some sort of reward- tangible or intangible or long-term- that will ensure as a result of the behavior, but it has mainly three problems. First, it makes students become dependent on short term rewards. Second, it coaxes them into a habit of looking to teachers and others for their only rewards. Third, it forestalls the development of their own internally administered, intrinsic system of rewards.
When I was a junior high school student, I often use this principle. I promised with my parents that if I got a good score on test, they gave me prize such as video game. In Japan there are a lot of parents who give some prizes if their child got good score, even though it is more effective to have intrinsic motivation. They never know that intrinsic motivation is better than extrinsic motivation.
When I was a junior high school student, I often use this principle. I promised with my parents that if I got a good score on test, they gave me prize such as video game. In Japan there are a lot of parents who give some prizes if their child got good score, even though it is more effective to have intrinsic motivation. They never know that intrinsic motivation is better than extrinsic motivation.
Sunday, September 21, 2008
Second language acquisition
In 1960s, Contrastive Analysis Hypothesis (CAH) was proposed. According to this hypothesis, errors were often thought to be the result of transfer from learners’ first language. It means that second language acquisition is filtered through the learner’s first language. If the native language is similar to the target language, second language acquisition will be easier. On the other hand, if the native language is dissimilar to target language, it will be harder to acquire target language. However, many aspects of learner’s language could not be explained by CAH. For example, idiomatic or metaphorical expression that learner made cannot be transferred word for word.
Since CAH was criticized, many researchers tried to take different approach. In 1970s, error analysis became popular. The difference between CAH and error analysis is that error analysis did not focus on predicting errors but discovering or describing different kinds of errors. However it did not give us clear insight because it ignored the strategy of avoidance that learner often do.
Selinker (1972) proposed the notion of interlanguage. A core of his construct is the notion that interlanguage can function independently of speaker’s native language or the target language. He also showed the existence of fossilization, which is plateau of language learning.
Today, researchers believe CAH’s weak version (that CAH can explain the cause of many, but far from all, systematic language learning errors) rather than strong version (that CAH can explain all learning problems). Even though CAH cannot explain all learning problems that learner has, I think it is very useful in EFL settings. In EFL settings, the group of students is homogeneous. In other word, they share the native language, so we can construct the specific hierarchy of difficulties that learners have by applying CAH. I think it will help a lot.
Since CAH was criticized, many researchers tried to take different approach. In 1970s, error analysis became popular. The difference between CAH and error analysis is that error analysis did not focus on predicting errors but discovering or describing different kinds of errors. However it did not give us clear insight because it ignored the strategy of avoidance that learner often do.
Selinker (1972) proposed the notion of interlanguage. A core of his construct is the notion that interlanguage can function independently of speaker’s native language or the target language. He also showed the existence of fossilization, which is plateau of language learning.
Today, researchers believe CAH’s weak version (that CAH can explain the cause of many, but far from all, systematic language learning errors) rather than strong version (that CAH can explain all learning problems). Even though CAH cannot explain all learning problems that learner has, I think it is very useful in EFL settings. In EFL settings, the group of students is homogeneous. In other word, they share the native language, so we can construct the specific hierarchy of difficulties that learners have by applying CAH. I think it will help a lot.
Reflection on class
During the class, we have experienced the activity that is kind of information gap (we have card on the each back). In that activity, we could enjoy the game and also reviewed what we had learned in the reading assignments. I reconfirmed that studying must be enjoyable in order to make students concentrate on the task and keep their motivation. Speaking of motivation, in our group’s multi-genre research paper, we decided to focus on motivation in second language learning. It was extremely difficult for me to find out which reference is appropriate for our research. I thought that it is needed for us to sophisticate the references.
We have also discussed that what kinds of bilingualism we go through. According to the book of L & S, we can classify bilinguals into two. First is simultaneous bilinguals, who learn more than one language from earliest childhood. Second is sequential bilinguals, who learn another language later. In my case, as ordinary Japanese, I experienced sequential bilingual process because foreign language education starts from junior high school (from13 years old) in Japan. Nowadays, the ministry of education of Japan tries to introduce English in elementary school in order to create bilinguals. This is the highly controversial new plan. In my opinion, I strongly disagree with the new plan because there is no professional teacher who can teach English in elementary school in Japan. If the ministry of education would like to introduce teaching English, it is necessary to train the teachers who are professional of teaching English in elementary school.
We have also discussed that what kinds of bilingualism we go through. According to the book of L & S, we can classify bilinguals into two. First is simultaneous bilinguals, who learn more than one language from earliest childhood. Second is sequential bilinguals, who learn another language later. In my case, as ordinary Japanese, I experienced sequential bilingual process because foreign language education starts from junior high school (from13 years old) in Japan. Nowadays, the ministry of education of Japan tries to introduce English in elementary school in order to create bilinguals. This is the highly controversial new plan. In my opinion, I strongly disagree with the new plan because there is no professional teacher who can teach English in elementary school in Japan. If the ministry of education would like to introduce teaching English, it is necessary to train the teachers who are professional of teaching English in elementary school.
Monday, September 15, 2008
Brief history of language teaching
I will focus on history of teaching pronunciation because I am very interested in it. In language teaching, grammer and vocabulary have been forcused more than pronunciation (Classical method, Grammer translation method).
In the late 1800s and early 1900s, Direct method was popular. In this method, the pronunciation was taught through the intuition and imitation, because natural way for children to acquire thier first language. And then, Naturalistic method, including Total physical response and Natural approach, were proposed. In these methods, teacher have students just listen and give them many inputs till students are ready to speak with a petty good pronunciation.
In the 1940s and 1950s, two approaches were proposed, Audiolingualism in the United States and Oral Approach in Britain. Sine both approaches are influenced by reform movement.
In the 1960s, Cognitive code learning was proposed. This approach viewed languages as rule-governed behavior rather than habit formation. That is why pronunciation deemphasized.
In the 1970s, disigner methods such as silent way and community language learning were proposed. In the community language learning, this is client-centered lerning, which means that students can completely control what they study. Futhermore, teacher's function is human computer, which also means that students can ask whatever they want. If we want to use this approach, teachers have to be bilingual because students ask with thier native language and teacher translate with target language.
In the 1980s Communicative approach was proposed. In this approach, the aim is of course to teach how to communicate. The main purpose is to provide students with intelligible pronunciation. Traditionally the focus of teaching pronunciation has sifted from segmental features to suprasegmental features, and nowadys we focus on both features because both features are important in order to learn intelligible pronunciation.
In the late 1800s and early 1900s, Direct method was popular. In this method, the pronunciation was taught through the intuition and imitation, because natural way for children to acquire thier first language. And then, Naturalistic method, including Total physical response and Natural approach, were proposed. In these methods, teacher have students just listen and give them many inputs till students are ready to speak with a petty good pronunciation.
In the 1940s and 1950s, two approaches were proposed, Audiolingualism in the United States and Oral Approach in Britain. Sine both approaches are influenced by reform movement.
In the 1960s, Cognitive code learning was proposed. This approach viewed languages as rule-governed behavior rather than habit formation. That is why pronunciation deemphasized.
In the 1970s, disigner methods such as silent way and community language learning were proposed. In the community language learning, this is client-centered lerning, which means that students can completely control what they study. Futhermore, teacher's function is human computer, which also means that students can ask whatever they want. If we want to use this approach, teachers have to be bilingual because students ask with thier native language and teacher translate with target language.
In the 1980s Communicative approach was proposed. In this approach, the aim is of course to teach how to communicate. The main purpose is to provide students with intelligible pronunciation. Traditionally the focus of teaching pronunciation has sifted from segmental features to suprasegmental features, and nowadys we focus on both features because both features are important in order to learn intelligible pronunciation.
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