uitdagingen voor de docenten moderne talen slideshare
DESCRIPTION
presentatie gehouden op 24 november 2011 in UtrechtTRANSCRIPT
Uitdagingen voor de docenten Moderne Talen in de volwassen educatie
Kristi JauregiUniversiteit Utrecht
Coutinho / Levende Talen
Schema
1. Maatschappij2. Onderwijs breed3. Taalonderwijs
– Context (NT2 /MVT)– Voorwaarden voor taalverwerving– Grammatica– Interactie– Interculturele communicatie– Web 2.0
1. Maatschappij
Globalisatie
Dynamisch
Snel
Lifelong learning
Creativiteit
Kofino
Netwerken
Samenwerking
Kofino
Verbonden
Kofino
Social media
Belang van communicatie
& talen
Kofino
Cross-culturele communicatie
Meertaligheid:1 + 2
Interculturele competentie
Sociale cohesie
Kofino
Internet gebruik in Nederland
Waar gebruik je internet voor?
2. Onderwijs
Top down Docent Formeel onderwijs
80 % van kennis en vaardigheden wordt opgedaan via: informeel leren
Studenten
Kofino
Onderwijs: leer en student gericht
Kofino
Kofino
Stimuleer de creativiteit!
Stimuleer de samenwerking
Kofino
Verandering in leertheorieën
Cognitivisme
• Kennis wordt verworven, opeengestapeld
• Leren: individueel gebeuren
Sociaal constructivisme
• Kennis als betekenis die wordt geconstrueerd via taken
• Leren van en met anderen
De vaardige docent van de 21ste eeuw
• Is vertrouwd met gebruik computers• Is creatief• Is kritisch• Zoekt uitdagingen• Is constructief• Is verbonden (connected)
3. Moderne talen onderwijs: context
Verschillen NT2 / MTO?
• Doelgroep• Behoeftes / Doelen• Toegang tot T2/VT input en interactie• Methodologie
1. Blootstelling aan begrijpelijk, gevarieerd en rijke input (i+1, Krashen, 1982, 1985).
2. Mogelijkheden om (pushed) output (Swain, 1985) te produceren, die begrijpelijk, correct en adequaat is in de gesprekscontext (Lantolf, 2006).
3. Interactie in de doeltaal stimuleren in een sociale en authentieke context (Lantolf, 2006; Kasper, 2001). In dit proces staat negotiation of meaning (Long, 1996) centraal.
4. In een betekenis georiënteerde onderwijsperspectief, moeten er momenten zijn om aandacht te schenken aan formele taalelementen: focus of form (Doughty & Willis, 1998; Long, 1996).
5. Het gebruik van strategieën moet gestimuleerd worden (Oxford, 2010; Dörnyei et al 1997; Richards et al 2009).
6. Focus op Interculturele Communicatie (Byram,1997; Kasper, 2001; Kramsch, 1993, 1998; Lo Bianco et al 1999; Müller-Jacquier, 2003).
Taalonderwijs: vorwaarden en principes
Interactie centraal in leerprocessen
Interactie
Socio constructivisme
(Vygotsky, 1962)
T2V
ICC
Met expert leeftijdsgenoten
Taken
Grammatica
• Een van de subcompetenties binnen de communicatieve competentie
PRAGM
ATIC
COM
PETENCESSOCIO
LINGUIS
TIC
COMPETENCES
LINGUISTIC COMPETENCES
COMMUNICATIVE
LANGUAGE
COMPETENCES
Interaction schemata
Discourse competence
Functional competence
Expressions of folk wisdom
Dialect and accentLexicalGrammatical
Register differences
Politeness
conventions
Linguistic
markers of
social relations
(Common European Framework of Reference for Languages: Learning, Teaching, Assessment …….
PhonologicalSemantic
Grammatica
• Onenigheid over welke methode de beste is (onderzoek/docenten/studenten)(Ellis, 2006):
– Direct / indirect– Impliciet / Expliciet
• Belangrijk om grammatica in de communicatieve context te behandelen (focus on form) (Swain; 1996; Doughty & William, 1998; Lightbown, 1998; Norris & Ortega, 2000; Ellis, 2002; Lyster,2004).
• Lessituatie: veel variabelen (Kumaravadivelu, 2009)
• Grammatica onderwijs: geen duidelijk beeld (Allwright, 1983)
• Post method: Drama grammar (Even, 2011)
Interculturele communicatie
(Byram, 1997; Zarate et al. 2004; Kramsch)
Sociale cohesieWederzijds begrip
Kofino
NIFLAR Project
Belang van Web 2.0
NIFLAR 2009-2011Objectives:
• Enrich• Innovate learning processes • Improve
Make them more rewarding!!
Interaction
Telecollaboration
Learner centeredness
ICC
Authenticity of language learning
Blended learning
Second Life
Open Sim
Video- communication
Adobe connect
Virtual worlds
NIFLAR 2009-2011, Virtual environments:
Experiences NIFLAR (2009-2011)
• 22 pilot experiences have been carried out in video-communication and Second Life (OS),
• Both with secondary and tertiary learners (A1-B2 / pre-service teachers)
• 430 students have participated in cross-cultural sessions (1 to 1 / 1 to 2) (3 to 5 sessions per course once a week)
• Developed criteria for effective tasks• 60 interaction tasks for Dutch, Portuguese,
Russian and Spanish have been developed & tested.
• Data gathered for research
Voorbeeld videocommunicatie
Voorbeeld virtuele werelden
Research issues
1. What are foreign language learners’ experiences? 2. Is there any impact on motivation?3. Is there any indication suggesting that learners learn
more if they have the opportunity to engage in networked interaction with experts according to relevant tasks?
4. What happens during those cross-cultural interactions?
Is there an added value in implementing virtual interaction through video-communication & virtual worlds in language teaching curricula?
Foreign language learners’ experiences: positive aspects
“Step by step you learn to speak more easily in the target language without feeling any boundaries. It improves
your talking skills”
“We learned a lot of new words, known culture and lifestyle in the Netherlands. I have no fear of speaking”
“I had an opportunity to talk with a native speaker which is not very frequent in the language course. We had also interesting tasks, so it was something different than a normal lesson”
“Personally I think that the greatest thing is that we made new friends from the Netherlands so we can keep in touch and keep improving”
1 2 3 4 5 6 7
Week
2
3
4
5
Ave
rag
e A
nsw
er
VC VC VC
VC
VC
VC
VC
SL SL SL
SL
SL
SL
SL
C C C C C C C
Competence
Start interaction sessions
5 point Likert scale
Spanish
Impact on motivation
Interaction effect between condition and pre- and post-tests was found to be significant. In other words, the difference between pre- and post- test scores depends on the specific condition (F 2, 34 = 5.01; p = .012).
Pre Post
4.0
4.8
5.6
6.4
7.2
8.0S
core
VW
VW
SL
SL
C
C
The results show that the difference between pre- and post- oral tests depends on the specific condition. Especially in the SL and VWC condition students show on average more progression than in the control condition. Hence, both SL and VWC have an additive effect on students’ test scores.
Learning effect. Results.
Interaction analysis
• Learners exposed to very rich input (i+1; pragmatic adequacy).
• Learners use language meaningfully (output hypothesis + ICC).• Varied sequences of negotiation of cultural and linguistic
meaning emerge.• Authenticity of interaction.• Positive learning atmosphere. It is fun!• Differences VC v. SL:
– VC static, visual added value (gestures), more quantity of talk
– SL dynamic, creative, unexpected L use linguistic focus, more silences
EVen España no hay muchas personas que van en bici / hora / un poco por / en las grandes ciudades empiezan a construir carriles bici para//
EU1 ¿carriles?
EVcarriles bici es la vía por donde va la bicicleta porque Valencia es una gran ciudad donde hay mucho / muchos coches / entonces ellos fabrican una pequeña vía especial solamente para bicicletas
EU1 okei
EV está pintada en rojo y nosotros vamos / la
bicicletas / es más seguro ir por el carril bici / pero es muy nuevo / es un concepto de hace cuatro o cinco años / normalmente los españoles cogen mucho el coche
EU1 okei
EV es una pena
EU1 en Holanda hay muchos carriles bici
SURF - OWD2011
Meer weten, doen?• NIFLAR: www.niflar.eu; www.niflar.ning.com• Euroversity: www.euroversity.ning.com / TILA • NL: 3DLes (de NIFLAR sims, Chatterdale, Parolay and …more
GRID locations)• Utrecht Summerschool 2012 NIFLAR Comenius course:
in Utrecht (week 32) & Valencia (week 42)
Hartelijk dank!
• Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters.
• Dörnyei, Z.; Scott, M. (1997). "Communication strategies in a second language: definitions and taxonomies". Language Learning 47: 173–210.
• Doughty, C. & Williams, J. (1998). Focus on form in classroom second language acquisition. Cambridge:C.U.P.• Ellis, R. (2002). The place of grammar instruction in second/foreign curriculum. In E. Hinkel & S. Fotos (eds.)
New perspectives on grammar teaching in L2 learning. Mahway: Erlbaum. 00 17-34• Even, S. (2011). Drama Grammar: towards a performative postmethod peagogy. The Language Learning
Journal, 39/3. 299-312.• Hinkel, E. (ed.) (2004). Culture in Second Language Teaching and Learning. Cambridge: Cambridge University
Press. • Kramsch, C. (1993). Context and Culture in Language Teaching. Oxford: Oxford University Press • Kramsch, C. 1998. Language and culture. Oxford: O.U.P.• Kumaradivelu, B. (2009). Understanding Language Teaching. From method to postmethod.New York:Routledge.• Lantolf, J.P., & Thorne, S.L. (eds.) (2006). Sociocultural Theory and Second Language Learning. Oxford: Oxford
University Press. • Lo Bianco et al (1999). Striving for the Third Place: Intercultural Competence through Language Education.
Melbourne: Clearinghouse.• Long, M. (1996). The role of the linguistic environment in L2 acquisition. In Handbook of L2 acquisition, ed. W.
Rirchie & T.K. Bhatia, 413-468. San Diego:• Müller-Jacquier, J. (2003). Linguistic awareness and cultures. In Jürgen (Ed.) Studien zur internationalen
Internehmenskommunikation (pp. 20-49). Leipzig: Popp.• Richards, Jack C.; Schmidt, Richard, eds (2009). "Communication strategy". Longman Dictionary of Language
Teaching and Applied Linguistics. New York: Longman.• Swain, M. (1985). Communicative competence. Some roles of comprehemsible input and comprehensible
output in its development. In Input in second language acquisition, ed. S. Gass & C. Madden, 235-253. Rowley: Newbury.
• Vygotsky, L.S. (1962). Thought and Language. Massachusetts: MIT Press.
• http://www.youtube.com/watch?v=Fnh9q_cQcUE&feature=related (educ