© mark e. damon - all rights reserved sla research: a resource for changing teacher´s professional...
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© Mark E. Damon - All Rights Reserved
SLA RESEARCH: A RESOURCE FOR CHANGING TEACHER´S PROFESSIONAL CULTURES
Read the following summary and get ready to participate in……
© Mark E. Damon - All Rights Reserved
SLA RESEARCH
• SLA RESEARCH is usually hard to read because the ideas that researchers discuss are too distant from teachers everyday classroom concerns.
• THEORIES are abstract constructs that seem to expand the frontiers of knowledge.
• Theories are practically driven, experimentally based attempts to solve everyday problems. “Small -scale intervention in the functioning of the real world and a close examination of the effects of such intervention” Mansion (1985)
• This is clearly an unhealthy situation. Aplied Linguists, teachers, and other stakeholders in language education need to understand how social change happens.
• This involves developing some familiarity with with a type of sociological enquiry known as the diffusion of innovations (Rogers 1983,1995)
• The importance of comprehensible input in SLAhas been developed by a number of RESEARCHERS in the last 15 years to form the THEORETICAL basis for the innovation of task-based language teaching (TBLT)
• By using the potential diffussion of TBLT, how innovation in language education works will be out lined in order to show the issues and problems to solve to have a social change happen.
• Comprehensible input or i+1 , language that is slighly beyond a learner`s current level of competence in the target language is a suficient casual variable in SLA, according to this THEORY, learners initialy understand i+1 from contextual clues in the environment. This input destabilizes their interlanguage in such a way that language learning occurs.
• Comprehensible input is a necessary but insufficient condition for language learning to occur.
• Learners are thouight to receive comprehensible input by activelly negiciating information with their conversational partners.
• Students may also receive the opportunity to learn new language and eventually produce comprehensible output, that is language that incorporates new linguitic kwoledge into their evolving interlanguage systems (Swain, 1985,1995)
• TBLT is an analytic approach to syllabus design and methodology in which chains of information-gathering, problem –solving and evaluative tasks are used to organize language teaching and learning; these intrerdependent pedagogical tasks are designed to methodologically simulate the communicative events which learners encounter in specific second language- using environments.
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TBLT
• It uses an analytical rather than a synthetic approach to course design; that is, it is based on a behavoiral rather than a liguistic organization of a contend.
• It does not distiguish between the processes and products of learning rather , process and product are two sides of the language learning coin which experience shows cannot be separated from each other.
• The selection grading, and sequencing of contend in TBLT is accomplished by using chains of macrotasks (information-gathering, problem-solving, and evaluative tasks).
• These macrotasks subsume more microtasks types: one and two-way information gap task, reasoning gap tasks, and information-transfer tasks, etc. Are derived from sociolinguistic analyses of learners`objective needs and psycholinguistic research on students subjective wants complemented by psycholinguistic RESEARCH on the properties of different types of tasks.
• Instruction is not only based on experientialy and empirically derived criteria for course design, it is also socialy situated in specific language learning environments.
• SLA RESEARCH plays a key role in the continuing THEORETICAL development of TBLT. However it does not give any clues corcerned how teacher might interpret these ideas and associated behaviors and beliefs or why they might wish to adopt or reject these innovations.
• We cannot assume that leaders will necessarily react favorably to TLBT therefore some understanding of the variables that come into play when teachers decide whether to adopt or reject innovations must be developed.
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A Framework for Understanding Educational Innovation
• The most important references include Fullan (1982ª,1982b,19939, Fullan & Hargreaves (1992), Fullan & Ponfreet (1977), Miles (1983), Nichols (1983),Radduck (1991),and Stenhouse (1975).
• This framework is constructed by asking the questions “Who adopts what,where, when, why and how?”
• WHO : Using the distinctions proposed by Lambright and Flyan (1980) stakeholders may act as change agents, clients, adopters or resisters, implementers, or suppliers of innovations. Of course these roles are not mutually exclusive. Individuals may play several of these roles.
• Internal change agents are members of the same educational system as potential adopters.
• External change agents are outsiders who cannot legitimately impose change on the system members.
• SLA RESEARCHERS may act as internal and external change agents.
• Teachers are potential clients of this RESEARCH, but they may choose either to adopt or resist its pedagogical implications. Teachers who carry out research (or RESEARCH) on TBLT in their own classrooms are not only change agents , they also take on resposibility of supplying themselves with the information that is relevant to solve the problems they wish to investigate.
• Administrators play a key role because they mandate or forbid, change.
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WHO ADOPTS WHAT
• The process of adoption involves potential adopters evaluating the worth of an innovation.
• Gain knowledge about an innovation.• Become persuaded of its value.• Make preliminary decisions whether to reject or
to adopt and implement the innovation.• Confirm or disconfirm their previous decisions.
• Innovations – that is, any changes in beliefs that potential adopters percieve to be new.
• They may be devided into primary and secondary.
• TBLT materials, methodologies and an underlying ideology of experimental learning are examples of primary innovations of TBLT viable.
• It is frequently necessary to develop secondary innovation.
• Such innovations develop the infraestructural capacity of an organization to sustain and nurture primary innovations.
• Infraestructural development includes a broad range of activities developing or strengtening the knowledge base that underpins TBLT by developing courses in key areas such as curriculum development, methodology,SLA, evaluationand testing.Monitoring and evaluation protocols .
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WHERE AND WHEN
• It is not so much a geographical question .
• It is always the product of a particular cultural, political, administrative, educational, and institutional milieu.
• The likelihood of an innovation being adopted is therefore always contigent on its ecological appropiateness is a specific context of implements.
• This sociocultural systems are not static and may change over time.
• It may take anywhere from 8 to 50 years for successful innovations to be adopted on a systematic basis
• Diffusion of new ideas or practices always takes a long time.
• The adoption of an innovation is characterized by a slow , cautios start of a small minority of potential adoptwers explore the possible advantages of the innovation.
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WHY AND HOW
• The reasons why change occurs or does not occur are immensely complicated.
• Innovators are such high risk takers that other potentia adopters perceive their adoption behaviors as too uncritical and, above all, too dangerous to serve as a viable model for them to follow with confidence.
• The reason for adoptin innovation are very personal and variable. Relative advantages, innovation compatitibility, trialability, and observability.
• Problem-solving normally has teachers adopt changes because they have themselves identified problems that affect them directly consecuently they respond to these problems by reeducating as necessary and by developing their own solutions.
• Teachers are not often trained to formulate and execute RESEARCH or research and the extra effort required to developp such skills may be prohibitive in terms what they have to do in their “real” jobs therefore SLA RESEARCH should be implemented among teachers.
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Conclusions
• The main goal of the action research movement is to engage teachers in a self-motivated process of professional development.
• Teachers must receive the necessary administrative support and incentives from the appropiate educational authorities so thety can engage in the professionalization that action research can provide.
• Although it is true that such support rare or nonexistent.We should remember that language teaching is a world-wide profession. We should therefore not dismiss such proposals in order to improve our teaching.
© Mark E. Damon - All Rights Reserved
SLA
RESEARCHTBLT
Framework Who adopts what?
Where,when
why
Why and
conclusions
$100 $100 $100 $100 $100 $100
$200 $200 $200 $200 $200 $200
$300 $300 $300 $300 $300 $300
$400 $400 $400 $400 $400 $400
$500 $500 $500 $500 $500 $500
Round 2
Final Jeopardy
Scores
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$100$100
They do little to promote change in language education because they
do not address the real life concerns of teachers and policy-makers
They do little to promote change in language education because they
do not address the real life concerns of teachers and policy-makers
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$100$100
What are SLA THEORY AND RESEARCH ?
What are SLA THEORY AND RESEARCH ?
Scores
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$200$200
“Small -scale intervention in the functioning of the real world and a close examination of the effects of such intervention” Mansion (1985)
© Mark E. Damon - All Rights Reserved
$200$200
What is theories (low base)?What is theories (low base)?
Scores
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$300$300
•It is a necessary but insufficient condition for language learning to occur.
• It is a necessary but insufficient condition for language learning to occur.
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$300$300
What is comprehensive input or i+1 ?
What is comprehensive input or i+1 ?
Scores
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$400$400
language that incorporates new linguitic kwoledge into their evolving
interlanguage systems (Swain, 1985,1995)
language that incorporates new linguitic kwoledge into their evolving
interlanguage systems (Swain, 1985,1995)
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$500$500
It is an analytic approach to syllabus design and methodology in which
chains of information-gathering, problem –solving and evaluative tasks are used to organize language teaching
and learning
It is an analytic approach to syllabus design and methodology in which
chains of information-gathering, problem –solving and evaluative tasks are used to organize language teaching
and learning
© Mark E. Damon - All Rights Reserved
$100$100
The selection grading, and sequencing of contend in TBLT is accomplished by
using chains of them.
The selection grading, and sequencing of contend in TBLT is accomplished by
using chains of them.
© Mark E. Damon - All Rights Reserved
$200$200
one and two-way information-transfer tasks, etc. Are derived from sociolinguistic information gap task, reasoning gap tasks, and analyses of learners`objective needs and psycholinguistic research on students subjective wants complemented by psycholinguistic RESEARCH on the properties of different types of tasks.
one and two-way information-transfer tasks, etc. Are derived from sociolinguistic information gap task, reasoning gap tasks, and analyses of learners`objective needs and psycholinguistic research on students subjective wants complemented by psycholinguistic RESEARCH on the properties of different types of tasks.
© Mark E. Damon - All Rights Reserved
$300$300
It is not only based on experientialy and empirically derived criteria for course
design learning environments, it is also socialy situated in specific language
It is not only based on experientialy and empirically derived criteria for course
design learning environments, it is also socialy situated in specific language
© Mark E. Damon - All Rights Reserved
$400$400
It plays a key role in the continuing THEORETICAL development of
TBLT. However it does not give any clues corcerned how teacher might interpret these ideas and associated
behaviors and beliefs or why they might wish to adopt or reject these
innovations
It plays a key role in the continuing THEORETICAL development of
TBLT. However it does not give any clues corcerned how teacher might interpret these ideas and associated
behaviors and beliefs or why they might wish to adopt or reject these
innovations
© Mark E. Damon - All Rights Reserved
$500$500
The understanding of them that come into play when teachers decide whether to adopt or reject innovations that must
be developed
The understanding of them that come into play when teachers decide whether to adopt or reject innovations that must
be developed
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$500$500
What is variables study?What is variables study?
Scores
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$100$100
He has stated the most important references.
He has stated the most important references.
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$200$200
It is constructed by asking the questions “Who adopts what,where, when, why and how?”
It is constructed by asking the questions “Who adopts what,where, when, why and how?”
© Mark E. Damon - All Rights Reserved
$300$300
In 1980, They stated tha stakeholders may act as change agents, clients,
adopters or resisters, implementers, or suppliers of innovations. Of course
these roles are not mutually exclusive. Individuals may play several of these
roles.
In 1980, They stated tha stakeholders may act as change agents, clients,
adopters or resisters, implementers, or suppliers of innovations. Of course
these roles are not mutually exclusive. Individuals may play several of these
roles.
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$300$300
Who are Lambright and Flyan ?Who are Lambright and Flyan ?
Scores
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$400$400
They are outsiders who cannot legitimately impose change on the educational system members.
They are outsiders who cannot legitimately impose change on the educational system members.
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$400$400
Who are External change agents ?Who are External change agents ?
Scores
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$500$500
They are potential clients of this RESEARCH, but they may choose
either to adopt or resist its pedagogical implications.
They are potential clients of this RESEARCH, but they may choose
either to adopt or resist its pedagogical implications.
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$100$100
It involves potential adopters to evaluate the worth of an innovation.It involves potential adopters to evaluate the worth of an innovation.
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$100$100
What is the process of adoption?What is the process of adoption?
Scores
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Any changes in beliefs that potential adopters percieve to be new.They may be devided into primary and secondary
Any changes in beliefs that potential adopters percieve to be new.They may be devided into primary and secondary
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• They are examples of primary innovations of TBLT viable.
• They are examples of primary innovations of TBLT viable.
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What are TBLT materials, methodologies and an underlying
ideology of experimental learning ?
What are TBLT materials, methodologies and an underlying
ideology of experimental learning ?
Scores
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$400$400
It includes a broad range of activities developing or strengtening the knowledge base that underpins TBLT by developing courses in key areas such as curriculum development, methodology,SLA, evaluationand testing.Monitoring and evaluation protocols .
© Mark E. Damon - All Rights Reserved
$400$400
What is Infraestructural development ?
What is Infraestructural development ?
Scores
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$500$500
It is always the product of a particular cultural, political, administrative,
educational, aInd institutional milieu.
It is always the product of a particular cultural, political, administrative,
educational, aInd institutional milieu.
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$100$100
This are not static and may change over time.
.
This are not static and may change over time.
.
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What are sociological systems?What are sociological systems?
Scores
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$200$200
It is characterized by a slow , cautios start of a small minority of potential adopters who explore the possible
advantages of it.
It is characterized by a slow , cautios start of a small minority of potential adopters who explore the possible
advantages of it.
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$200$200
What is The adoption of an innovation ?
What is The adoption of an innovation ?
Scores
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$300$300
They are such high risk takers that other potential adopters perceive their adoption behaviors as too uncritical
and, above all, too dangerous to serve as a viable model for them to follow
with confidence.
They are such high risk takers that other potential adopters perceive their adoption behaviors as too uncritical
and, above all, too dangerous to serve as a viable model for them to follow
with confidence.
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$400$400
They are very personal and variable. They are very personal and variable.
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What are the reasons for adopting innovation ?
What are the reasons for adopting innovation ?
Scores
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$500$500
It normally has teachers adopt changes because they have
themselves identified that they affect them directly. Consecuently they
respond to these by reeducating as necessary and by developing their
own solutions
It normally has teachers adopt changes because they have
themselves identified that they affect them directly. Consecuently they
respond to these by reeducating as necessary and by developing their
own solutions
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$500$500
What is Problem Solving?What is Problem Solving?
Scores
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$100$100
Teachers are not often trained to formulate and execute it.
Teachers are not often trained to formulate and execute it.
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$200$200
It is to engage teachers in a self-motivated process of professional
development
It is to engage teachers in a self-motivated process of professional
development
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$200$200
What is The main goal of the action research ?
What is The main goal of the action research ?
Scores
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$300$300
Teachers should receive them from the appropiate educational authorities so they can engage in the professionalization that action research can provide.
Teachers should receive them from the appropiate educational authorities so they can engage in the professionalization that action research can provide.
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$300$300
What are the necessary support and incentives?
What are the necessary support and incentives?
Scores
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$400$400
We have remember it is a world-wide profession. We should therefore not dismiss such RESEARCH proposals in order to improve our teaching.
We have remember it is a world-wide profession. We should therefore not dismiss such RESEARCH proposals in order to improve our teaching.
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$400$400
What is laguage teaching?What is laguage teaching?
Scores
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$500$500
They are the four characteristics of the constructivist classroom.They are the four characteristics of the constructivist classroom.
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It implies innovations and investigation TBLT was used as an example on how it can be a
source of solutions for everyday classroom problems.
It implies innovations and investigation TBLT was used as an example on how it can be a
source of solutions for everyday classroom problems.
Scores