3. tefl as a transdisciplinary project version 23.09 · tefl as a transdisciplinary project ... 2.4...

Teaching English

3. TEFL as a transdisciplinary project

Nancy Grimm – Michael Meyer – Laurenz Volkmann

0. Table of contents

1. Definition and link disciplines

2. Language acquisition and learning in Psychology and Linguistics

2.1 Behaviorism: feeding the parrot

2.2 Nativism: genes, genes, genes

2.3 Cognitivism: the mind as processor

2.4 Constructivism: the creative mind

2.5 Sociolinguistic, Sociocultural, and Interactionist Approaches: the social agent

3. Recommended Reading

4. Acknowledgments

Chapter 3: TEFL as a transdisciplinary project 2

Discuss:

What does education mean to you? Think about the roles of teachers and learners, and the processes of teaching and learning. Jot down your ideas related to the cartoon.

3Chapter 3: TEFL as a transdisciplinary project

Discuss:

Compare your ideas to the concepts of learning and teaching in the story.

Imagine how the story will continue and discuss your ideas with your peers.

4

In Japan at the time of the Samurai, a boy leaves home in search of a teacher. After three days of walking in the hills, he finds a Zen master in his hermitage and politely asks whether the master would accept him as his disciple. The master remains silent, prepares tea, gives the boy a bowl, and pours the tea. He keeps on pouring when the bowl is full and the hot tea scalds the boy’s fingers. ‘Master, what are you doing?’ ‘This,’ says the Zen master, ‘is the first lesson.’

Chapter 3: TEFL as a transdisciplinary project


TEFL

Educational Studies

Linguistics

Anglophone Literary,

Cultural, and Media Studies

1. Definition and link disciplines 5

1. Definition and link

disciplines

Individual cultivation, Bildung


� Personal growth: the cultivation of language, values, aesthetic taste, and judgment; coping with complexity and uncertainty

� Reflection on and control of one’s emotions, thoughts, and actions

� Relativization of the self, insight into one’s limitations, being able to see the world through others’ eyes, and valuing both self and other

� Orientation: insight into the systematic and historical relationships of social, cultural, economic, and historical phenomena

� Action: emancipation, independence, and responsibility

1. Definition and link

disciplines

Goals and kinds of learning


� Cognitive learning aims at (1) knowledge such as the acquisition, integration, and recall of information and (2) skills of reasoning such as analysis, interpretation, and critical evaluation.

� Affective and ethical learning means a change in feelings, attitudes, and disposition, for example developing empathy, self-confidence, and responsibility.

� Acquiring psychomotor skills goes beyond practical skills in the Arts or Physical Education and comprises attendance, participation, effort, etc., which contribute to efficient work habits.

2. Language acquisition

and learning in

Psychology and Linguistics

8

Beliefs about learning a language



and learning in


9

Beliefs about learning a language




� Language acquisition (Spracherwerb): developing implicit knowledge in a subconscious way vs. language learning: explicit and conscious appropriation of language items and rules

� Difference between natural and instructional setting

adapted from Lightbown & Spada 2006: 110-12


and learning in


11

Approaches to language acquisition


� The Empiricist (Behaviorist) Approach

� learning based on the experience and

imitation of the language used in the

learner’s environment

� The Nativist Approach

� a specific genetic or innate capacity

enables language acquisition

� Cognitive, Social, or Radical Constructivist Approaches

� language learning a result of the

individual’s interaction with the world

2.1 Behaviorism: feeding the parrot


2.1 Behaviorism:

feeding the parrot

13

Discussion


� Audiolingual Method (1950s-1960s)

� pattern drills effective for acquiring fluency, accuracy

� no explicit grammar teaching (detrimental to fluency)

� Empirical evidence

� very young children imitate frequent and basic language patterns

� however, they do not simply parrot input but selectwhat they imitate

� Contrastive Hypothesis:

� some errors caused by interference from L1 (to be prevented by pattern drills in FL)

� false friends, different adverb positions in German and English

� however, imitation or interference cannot fully explain that learners with different native languages display similar errors in the beginning of SLA

� Behaviorism over-estimates imitation

� disregards other factors: aptitude, insight, motivation, comprehensive educational goals.

2.2 Nativism: genes, genes, genes


2.2 Nativism: genes,

genes, genes

15

Krashen: five hypotheses on language learning


1. Acquisition-Learning Hypothesis

� students unconsciously acquire a FL rather than consciously learn it

2. Natural Order Hypothesis

� students learn features of L2 in the same order as in L1

� plural -s before third person -s

� ‘no+verb’ (*‘I no like.’) in negation before ‘auxiliary+negation+verb’ (‘I don’t like.’)

3. Monitor Hypothesis

� explicit learning of rules does not contribute to acquisition

4. Comprehensible Input Hypothesis

� input needs to be comprehensible if somewhat challenging = a little above the level of the learners

� learners need a silent period in order to process input

5. Affective Filter Hypothesis

� supportive, anxiety-free learning atmosphere and learner motivation relevant for input to get through to the student

� negative affect clogs the filter of language input

How would you teach English if you followed Krashen’s hypotheses?


2.2 Nativism: genes,

genes, genes

17

Discussion


Comprehen-

sible input:

listening &

speaking

Learner-

orientationAffect:

positive

atmosphere

Disregards

social &

pragmatic

functions

Learning vs.

acquisition

?

2.3 Cognitivism: the mind as processor - Piaget


2.3 Cognitivism: the

mind as processor

19

Piaget's concept: development leads to a growing formation, differentiation, and coordination of schemata that allow for a more sophisticated understanding of phenomena.


2.3 Cognitivism: the mind as processor - Tomasello



mind as processor

21

Usage-based language acquisition according to Tomasello and Pienemann & Keßler


� Usage-events: utterances in context

� Frequent repetitions of perceived patterns

� strengthen neuronal associations

� lead to cumulative learning and appropriate usage

� LA2 moves from simple to complex forms

1. A simple ‘no’ is placed before the verb (*‘I no like rice.’)

2. ‘No’ may alternate with ‘don’t’ (*‘He no/don’t like rice.’)

3. The negation follows the auxiliary verb (*‘He don’t like rice.’)

4. ‘Do’ is marked for tense, person, and number (‘He doesn’t like rice.’)

�Processability Hierarchy

�Teachability Hypothesis

�Errors

� necessary part of SLA

� basic feature of the learner’s ever-developing Interlanguage

Identify and explain the errors in the utterance above, and suggest ways of developing the Interlanguage.


*‘He have the ball getaked and to Sarah gethrowed.’


mind as processor

23

Guided instruction


� Meaningful language input

� Increasingly complex tasks that stimulate cognitive processing

� Metalinguistic / metacognitive reflection

� raising awareness of language and of learning processes

� Focus on form stages

� explicit feedback, periods of guided instruction

� noticing the gap between input and one’s own production

� noticing the gap between one’s own speech and declarative knowledge


mind as processor

24

Discussion


� Critics

� non-interface position

� knowing how to communicate is unrelated to knowing rules

� implicit learning in the sense of high-frequency exposure is effective without the need of explicit (meta-)cognitive learning

� Defenders

� implicit learning alone insufficient for successful language learning

� alternating focus on meaning and focus on

form

2.4 Constructivism: the creative mind


2.4 Constructivism:

the creative mind

26

Learner is a self-referential, autonomous system.

Learning means adapting actions, concepts, and language in order to make them viable.


� Teachers cannot teach anybody anything in the sense of handing down knowledge

� Rather offer authentic material, tasks, and support

� individual perturbation and reflection

� novice: trial and error, aims at processing data

� advanced learner: searches for strategies that work, aims at interpretation

� But: too much complexity and uncertainty may frustrate learners

� resistance rather than personal interest and effort

2.4 Constructivism:

the creative mind

27

Levels of learning


1

• Constructing individual models of reality based on experience

2

• Reconstructing social models of reality in interaction with others and in relation to the learner’s own models

3

• Critically deconstructing social models

of reality in order to reconstruct more comprehensive and complex concepts

2.4 Constructivism:

the creative mind

28

Discussion


� Learner-centered, holistic, and action-based methods

�Emphasis on� autonomy, attention, discovery, learning by

doing, involvement, meaningful interaction, negotiation, reflection

� raise awareness of language, learning, and culture

�Who is responsible for learning and achievement?

� teachers?

� students?

2.4 Constructivism:

the creative mind

29

Discussion


Viability

&

testing?

Autonomy

&

responsi-

bility?

Learner-

centered &

holistic

Learning by

doing &

reflection

Awareness of

language,

learning, &

culture

How would a constructivist explain the process of learning and teaching in the story of the boy and the Zen master at the beginning of this presentation?


2.5 Sociolinguistic, Sociocultural, and Interactionist Approaches: the social agent


2.5 Sociolinguistic,

Sociocultural, and

Interactionist Approaches:

the social agent

32

Sociolinguistic Approaches


� Larger learning agenda of developing voice, agency, empathy, and respect

� Connection between language, society, ideology, and power

� teaching normative standards is ambivalent

� Teaching one standard language as a global tool of empowerment neglects the values of different varieties and different groups in a multicultural world.

� recognition and teaching of linguistic diversity

� mutual understanding of and mediating between various groups

� class, ethnicity, gender

� In teaching

� listening comprehension exercises with recordings of speakers from different social and ethnic backgrounds

� presenting social issues from different perspectives

� reading about intercultural encounters in literature


Sociocultural, and


the social agent

33

Sociocultural Approaches


� Gradual development of the learner from a dependent infant to an autonomous social agent

� language emerges in social interaction between caretakers and children

� thinking is internalized, dialogic speech

� motherese

� a simplified, highly repetitive language, at a slower pace

� teacherese

� scaffolding language and support according to learners’ needs

� involving children in personal interaction

� Zone of proximal development (Vygotsky)

� challenging learners a little above their current level

� solving problems with a teacher or a more advanced peer

� co-constructing knowledge in collaboration with an interlocutor


Sociocultural, and


the social agent

34

Interactionist Approaches


� Achieving mutual comprehension among speakers of different language levels

� Interactionist Hypothesis (Long)

� in case of comprehension problems learners and L2 speakers need to negotiate meaning:

� interlocutors need to express, comprehend, and adjust utterances in order to offer and receive comprehensible input

� gesture, checking comprehension, paraphrasing, requesting clarification

� Producing comprehensible output (Swain)

� furthers language development

� learners have to focus on content and form in order to be understood

� more advanced speakers give corrective feedback

3.1 Psycholinguistic basics

35

Instructivism Constructivism

Teachers

� Control input and practice

� Model speaker / sage on the stage

� Role of authority

� passing on knowledge

� explicit explanations

� IRE: initiation

– response

– evaluation

Teachers

� Address learners’ needs, differences

� Rich, varied, challenging input

� Facilitator / guide by the side

� individual learning processes

and interaction

� Negotiation of meaning and focus on

form when needed



Which approach fits which classroom situation depicted in the cartoon from the beginning of the presentation?

Recommended reading

Gass, Susan M. & Alison Mackey, eds. (2012). The Routledge Handbook

of Second Language Acquisition. London et al.: Routledge.

Hattie, John (2009 ). Visible Learning: A Synthesis of over 800 Meta-

Analyses Relating to Achievement. London et al.: Routledge.

Lightbown, Patsy M. & Nina Spada (2006). How Languages Are

Learned. 3rd ed. Oxford et al.: Oxford University Press.

Roche, Jörg (2013). Fremdsprachenerwerb – Fremdsprachendidaktik. 3rd ed. Tuebingen et al.: Francke.


Acknowledgments

The cartoons at the beginning of each ppt were designed by Frollein Motte, 2014. If not otherwise indicated, the copyright of the figures lies with the authors. The complete titles of the sources can be found in the references to the units unless given below. All of the websites were checked on 10 September 2014.

� Slide 10: Second language acquisition: natural vs. instructional setting, adapted from Lightbown & Spada 2006, 110-12


3. tefl as a transdisciplinary project version 23.09 · tefl as a transdisciplinary project ... 2.4...

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