WHAT STUDENTS OF LCTLS WANT THEIR TEACHERS TO KNOW

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WHAT STUDENTS OF LCTLS WANT THEIR TEACHERS TO KNOW Anna Uhl Chamot Jill Robbins (thanks to Laura Blythe Liu, Kristen D’Avolio, & Candice Michalowicz) The George Washington University & National Capital Language Resource Center Washington, DC http://nclrc.org/lctls BACKGROUND National Capital Language Resource Center (NCLRC) one of 15 foreign language resource centers in U S Since 1990 NCLRC has conducted research on language learning strategies, both identification and classroom applications studies Learning Strategy Resource Guides produced for elementary immersion, high school, and university language teachers and students PURPOSE OF CURRENT NCLRC STUDY Explore how US college students learn Arabic Chinese Japanese Korean RATIONALE FOR THE STUDY Most learning strategy research on Western languages Good language learners (of Western languages) use similar strategies Effect of non-Western writing systems on strategy use? Impact of unique grammar and non-cognate vocabulary? PARTICIPANTS College learners of Arabic, Chinese, Japanese, or Korean Low Intermediate (fourth semester) level at two U.S universities 11 students of Arabic 10 students of Chinese students of Japanese students of Korean QUESTIONS What are the challenges in learning (language) ? What strategies you use to overcome these challenges? What advice you give to other students of this language? How are you learning the target language culture? METHODOLOGY Record and videotape focus group interview protocols Transcribe interviews verbatim Analyze transcripts for learning challenges and responses Identify student perceptions of effective and ineffective instruction FOCUS GROUP INTERVIEW STRUCTURE Writing task with think-aloud prompts Questions on Speaking Reading Listening Vocabulary Culture Advice to a new student of the language How students study the language Why students are studying the language Student perceptions of effective language instruction ARABIC - HOW Online listening: repeat many times (text materials) Listen to music online Online authentic materials: use images to guess meaning Use the strategy of inferencing for live listening KOREAN Use an online translator QuickTime™ and a H.264 decompressor are needed to see this picture KOREAN Internet radio, Korean music QuickTime™ and a H.264 decompressor are needed to see this picture KOREAN - HOW Use Imagery QuickTime™ and a H.264 decompressor are needed to see this picture ARABIC - WHY Becoming more bankable A mission to learn Getting “a profound sense of the Middle East” QuickTime™ and a H.264 decompressor are needed to see this picture CHINESE - WHY Go into International Politics Just want to speak the language; enjoy the culture Fascinated with China To learn more about my heritage JAPANESE - WHY Interest in pop culture; anime Career involving Japanese or business with Japan Go for a homestay in Japan KOREAN - WHY To get in touch with my identity To communicate with my parents or relatives better (adopted child who wants to meet birth mother) ARABIC - INSTRUCTION Students don’t feel they are getting enough listening practice; must puzzle out what the teacher is saying through her gestures Knowledge of grammar is simple CHINESE - INSTRUCTION Pairwork can be productive (or not) Partners can let you down Managing time together is crucial Limited knowledge of structures restricts creativity Choral reading is “mind-bogglingly” slow JAPANESE INSTRUCTION More reading wanted QuickTime™ and a H.264 decompressor are needed to see this picture JAPANESE INSTRUCTION Should start with kanji earlier Transition from HS to college: “the jump was hard” because there was more review in HS Students shouldn’t be allowed to NOT speak Japanese in class KOREAN - INSTRUCTION Understanding teacher’s questions is difficult and stressful: Students under pressure stop listening and guess “what she must be asking” QuickTime™ and a H.264 decompressor are needed to see this picture NEXT STEPS Continue data analysis Develop descriptions of learning strategy applications for each language Produce resource guide for teaching learning strategies to students of Arabic, Chinese, Japanese, and Korean FUTURE RESEARCH Ways to teach learning strategies for language-specific challenges Effects of strategies-based instruction (SBI) on student achievement/proficiency, attitude, and motivation Instructional model for SBI for non-Western languages FOR MORE INFORMATION Please visit the NCLRC website for free resources on language learning strategies and other topics http://www.nclrc.org Special thanks to our transcribers: Laura Blythe Liu, Kristen D’Avolio, and Candice Michalowicz [...]... relatives better (adopted child who wants to meet birth mother) ARABIC - INSTRUCTION Students don’t feel they are getting enough listening practice; must puzzle out what the teacher is saying through her gestures Knowledge of grammar is simple CHINESE - INSTRUCTION Pairwork can be productive (or not) Partners can let you down Managing time together is crucial Limited knowledge of structures restricts creativity... a H.264 decompressor are needed to see this picture CHINESE - WHY Go into International Politics Just want to speak the language; enjoy the culture Fascinated with China To learn more about my heritage JAPANESE - WHY Interest in pop culture; anime Career involving Japanese or business with Japan Go for a homestay in Japan KOREAN - WHY To get in touch with my identity To communicate with my parents... radicals to understand kanji KOREAN Use an online translator QuickTime™ and a H.264 decompressor are needed to see this picture KOREAN Internet radio, Korean music QuickTime™ and a H.264 decompressor are needed to see this picture KOREAN - HOW Use Imagery QuickTime™ and a H.264 decompressor are needed to see this picture ARABIC - WHY Becoming more bankable A mission to learn Getting “a profound sense of. .. reading wanted QuickTime™ and a H.264 decompressor are needed to see this picture JAPANESE INSTRUCTION Should start with kanji earlier Transition from HS to college: “the jump was hard” because there was more review in HS Students shouldn’t be allowed to NOT speak Japanese in class KOREAN - INSTRUCTION Understanding teacher’s questions is difficult and stressful: Students under pressure stop listening... pressure stop listening and guess what she must be asking” QuickTime™ and a H.264 decompressor are needed to see this picture NEXT STEPS Continue data analysis Develop descriptions of learning strategy applications for each language Produce resource guide for teaching learning strategies to students of Arabic, Chinese, Japanese, and Korean FUTURE RESEARCH Ways to teach learning strategies for language-specific... strategies for language-specific challenges Effects of strategies-based instruction (SBI) on student achievement/proficiency, attitude, and motivation Instructional model for SBI for non-Western languages FOR MORE INFORMATION Please visit the NCLRC website for free resources on language learning strategies and other topics http://www.nclrc.org Special thanks to our transcribers: Laura Blythe Liu, Kristen... listening CHINESE - HOW Using boxes for reading QuickTime™ and a H.264 decompressor are needed to see this picture CHINESE - HOW Working with NS friends Watching movies Using online listening Using online games & quizzes (Quia) CHINESE - HOW Listening with an iPod) QuickTime™ and a H.264 decompressor are needed to see this picture JAPANESE - HOW Use flashcards while playing video games Watch movies in
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