toward quantifying ‘communicative ’
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Toward Quantifying ‘Communicative ’. Leander Hughes Saitama University Presented at the JACET Kanto 5 th Annual Convention. http://sustainableink.files.wordpress.com. http://jnksystem.exblog.jp/10216734/. The Problem. - PowerPoint PPT PresentationTRANSCRIPT
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Toward Quantifying CommunicativeLeander Hughes
Saitama University
Presented at the JACET Kanto 5th Annual Convention http://sustainableink.files.wordpress.com
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The Problem
http://jnksystem.exblog.jp/10216734/How to help learners acquire the most language in the shortest time
and do so as painlessly as possible.
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Common Knowledge
http://ro.wikipedia.org/wiki/Fi%C8%99ier:Old_book_bindings.jpg /
No teaching approach is better than any another
except for communicative approaches
...that include some focus on form
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http://alluscion.files.wordpress.com/But does CLT really work (better)?Nikolov & Krashen (1997) say YES!
but can we believe them? [N=29]
Kuhlemeier, Mels, & van den Bergh (1996) say yes maybe
[N= 1134 to 1225]
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(Rodin, 1902) Research Question
(Rodin, 1902) Do communicative activities lead to significantly greater language gain than non-communicative activities?
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Communicative activities require:At least two people both sending and receiving messages in the TL
& directly comprehending those messages(Hughes, 2008, based on Canale, 1983)
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Devising Our ExperimentTwo-way info gap
One-way info gap
Scripted skit
Relax (do nothing)
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MeasuresBefore: Language aptitude test During: Info-gap performance & language produced
After: Post-test on vocabulary, grammar, and function(s), Attitude toward activity TWICE!
(geneticcuckoo.blogspot.com)
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HypothesisThe communicative activity group will score highest on all post-tests (after controlling for language aptitude) (Young Frankenstein, 1974)
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Problems?Controlling for
initial proficiency differences
the practice effectthe teacher
Assumptions
short-term gain long-term acquisitionCommunicative/non-communicative ratio unimportant
(Escher, 1960)
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Your thoughts are needed!
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Leander Hughes ([email protected])
http://sustainableink.files.wordpress.comThis PowerPoint: www.saitama-u.ac.jp/ceed/quantifyingcommunicativeTHANK YOU!Canale, M. (1983). From communicative competence to communicative language pedagogy. In J. Richards & R. Schmidt (Eds.), Language and communication. London: Longman.
Hughes, L. S. (2008). A framework for assessing the communicative potential of language learning activities. The Saitama Journal of Language, 1, 19-29.
Kuhlemeier, H., Melse, L., & Bergh, H. van den (1996). Comparison of two German language courses in Dutch secondary education. Studies in Educational Evaluation, 22, 181205.
Nikolov, M. & Krashen, S. (1997). Need we sacrifice accuracy for fluency? System, 25, 2, 197-201.
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References (again)Canale, M. (1983). From communicative competence to communicative language pedagogy. In J. Richards & R. Schmidt (Eds.), Language and communication. London: Longman.
Hughes, L. S. (2008). A framework for assessing the communicative potential of language learning activities. The Saitama Journal of Language, 1, 19-29.
Kuhlemeier, H., Melse, L., & Bergh, H. van den (1996). Comparison of two German language courses in Dutch secondary education. Studies in Educational Evaluation, 22, 181205.
Nikolov, M. & Krashen, S. (1997). Need we sacrifice accuracy for fluency? System, 25, 2, 197-201.