eurosla presentation aix france
TRANSCRIPT
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Early Language Learning in Europe
Interaction of contextual and
individual variables in instructed
early SLA
Jelena Mihaljevic DjigunovicUniversity of Zagreb, Croatia
Magdalena SzpotowiczUniversity of Warsaw, Poland
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Early Language Learning in Europe
The present study: part of ELLiE*
multinational longitudinal project: Croatia, Italy, Netherlands,Poland, Spain, Sweden, United Kingdom (N = 1,200)
aim: What can realistically be achieved in state schools whererelatively limited amounts of class time are available for FLlearning?
_________________________________________
*This research has been supported by a European Commission grant under the Lifelong LearningProgramme, Project n. 135632-LLP-2007-UK-KA1SCR. An additional British Council grant supportedthe Croatian team.
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Early Language Learning in Europe
Country contexts: similarities
Croatia Slavonic L1
mostly monolingual
classes central curriculum
ca.80 % - English
two 45-min lessons perweek
Poland Slavonic L1
mostly monolingual classes
central curriculum ca. 80 % - English
two 45-min lessons perweek
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Early Language Learning in Europe
Country contexts: differences
Croatia long tradition in FLL &
early start
compulsory from grade 1since 2003
grades from the start ofprimary school
massive out-of-school
exposure (media,tourism)
Poland short tradition in FLL &
early start
compulsory from grade 1since 2008
no grades in lower primary
not much exposure (dubbedTV)
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Early Language Learning in Europe
Aims
the interplay of contextual variables andindividual learner differences
impact on L2 acquisition
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Early Language Learning in Europe
Interplay of individual and contextual
variablesContextual
variables
Widersocial context
Language-learningmilieu
The immediatelanguage
learning environment
NationalFL education
policy
School settingSignificant
othersNature of instruction
Out-of-classexposure to English
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Early Language Learning in Europe
Individual
variables
Ability Gender Attitudes &motivation
Linguisticself-confidence
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Early Language Learning in Europe
Sample
N = 350 first graders
(age: 6/7 years)
(F 170; M 180)
7 schools in Croatia
7 schools in Poland
Croatia Poland
N=172 N=178
F 85
M 87
F 85
M 93
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Early Language Learning in Europe
Methodology
mixed-method approach
instruments
administered to whole sample administered to six focal learners per group
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Early Language Learning in Europe
Measures
school setting
instruction
out-of-class exposure
ability
attitudes & motivation
linguistic self-
confidence language achievement
observation
oral interviews
smiley questionnaires
standard questionnaires listening tasks
speaking tasks
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Early Language Learning in Europe
Classroom instruction Example 1
(Use of L1 & L2)S: Teacher, ta trebamo nacrtati? [what should we draw?]T: Eeee sad gledam [now I look] carefully. Ovdje su [Here are] two
trees, na svakom [on each] tree trebate napraviti plodove [you needto make fruits]. Ovdje znai [So here] apples, ovdje [here] pears. Aiznad toga, lijepo ete ih obojiti [And above that you will colour them nicely],colour them and match them. Ovako. [Like this] ekaj, ekaj,ekaj. [Wait, wait, wait] Who is big? Tko je od njih [Who among them is]big?
SS: Ovaj tu. Ovaj tu. [This one. This one.] Father. Father.T: Ok, who is strong? To ete sami odluiti i spojiti. [You will decide for
yourselves and connect.] Vidite ko je [See how..it is] small, pa povuete
crte do njega[then you draw lines to it]T: Idont know.T: Jeste dovrili ovo? [Are you done with this?]
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Early Language Learning in Europe
RESULTS
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Early Language Learning in Europe
End-of-year language achievement:
listening task
Minimum
MaximumMean
SD
Median
Mode
0
1713.670
2.511
14
13
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Early Language Learning in Europe
Vocabulary acquisition
(listening task)High recognition Poor recognition
nose
red, blue, green,yellow
milk, yoghurt,chocolate
mouth, legs
trousers
pencil, ruler,
blackboard
window, chair
doing, writing,
riding, eating
kitchen
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Early Language Learning in Europe
End-of-year language achievement:
speaking task
Minimum
MaximumMean
SD
Median
Mode
1
4717.892
9.593
17
13
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Early Language Learning in Europe
Vocabulary acquisition (speaking task)
High recall Low recall
colours (blue!)
animals (cat, dog)
toys (teddy bear,
doll)
fruit
animals (hamster,mouse, parrot)
toys (kite, train,
plane)
animals (snake,crocodile)
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Early Language Learning in Europe
Interplay: type of settlement
Differences in motivation, linguistic self-confidence,ability and language achievement
ANOVA: linguistic self-confidence: ns ability: ns
motivation: city YLs < village & town YLs
listening scores: village & town YLs < city YLs
speaking scores: ns
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Early Language Learning in Europe
Interplay: immediate teaching
environment (key)Village schools (43) (46)
(73) (74) (75)
Town schools (47)
(71) (72)
City schools (41) (42) (44) (45)(76) (77)
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Early Language Learning in Europe
Interplay: immediate teaching
environment ANOVA:
linguistic self-confidence: ns Ability: ns Motivation:
(45)(city)< (76) (city), (75) (village), (72) (town), (74) (village),(71) (town), (73)(village)
Listening scores: (46) (village) < (77) (city)
Speaking scores: (46) (village) < (77) (city)
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Early Language Learning in Europe
Group comparisons
Group (46) / lowestachievement
Group (77) / highestachievement
Unqualified T
Local children
No specialized classroom
Generalist/English T
Children from all over thecity
Specialized Englishclassroom
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Early Language Learning in Europe
Group comparison
Group (46) / lowestachievement
Group (77) / highestachievement
Too much L1Whole-class
Too little feedback
Poor motivator
Average classroommanagement skills
Balance of L1 & L2In pairs & groups
Appropriate feedback
Very good motivator
Very good classroommanagement skills
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Early Language Learning in Europe
Grp T perceptionofactivities Ls enjoy
most
Activities best liked
by Ls
(46) TPRgames, singing Singing, playing games,role-playing, counting
(77) Games, competitions,acting out, drawing, singing
Learning new words,learning, games
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Early Language Learning in Europe
Grp Materials used Error correction
(46) TextbookFlashcards
CD
T ignores mistakes, eventhe obvious ones
(77) Textbook
FlashcardsCD
T prompts self-correction
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Early Language Learning in Europe
Comparison of 3 high & 3 low achievers
See handout
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Early Language Learning in Europe
Correlations between
ability, language achievement, linguistic self-confidence and
motivation (grade 1) (Croatia/Poland)
Ability Listening Speaking Motivation Linguistic
confidence
Ability 1.000 .182*
.737**
.350*
.684**
-.057
.353*
.035
1.000**
Listening 1.000 .416**
.799**
-.211**
.273**
-.254
.737**
Speaking 1.000 -.376*
.515**
.073
.684**
Motivation 1.000 -.109
.353*
Linguistic
confidence
1.000
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Early Language Learning in Europe
Correlations
grade 2
Ability Listening Speaking Motivation Linguistic
confidence
Ability 1.000 .257** .051 -.079 .035
Listening 1.000 .111 -.144 -.034
Speaking 1.000 .072 -.015
Motivation 1.000
-.127
Linguisticconfidence 1.000
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Early Language Learning in Europe
Grade 1 Grade 2
product
mot
compreh
Ling confd
ability
product
mot
compreh
Ling confid
ability
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Early Language Learning in Europe
Conclusions
Instructed early SLA: teaching context and individual learner differences
seem to be relevant from the beginning of the
early start interplay between contextual factors and
individual learner differences is more revealingthan separate variables
interplay changes with length of learning
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Early Language Learning in Europe
Implicatons
longitudinal approach key to understandingimpact of interplay on SLA
importance of triangulation
include larger samples
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Early Language Learning in Europe
Thank you for your attention!
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Early Language Learning in Europe
Jelena Mihaljevic Djigunovic
Magdalena Szpotowicz