winter template color coding vs. abbreviations to teach word order 01 kmutt punjaporn pojanapunya...
TRANSCRIPT
WINTERTemplateColor Coding vs. Abbreviations
to Teach Word Order
01
KM
UT
T
Punjaporn Pojanapunya Wilaksana Srimavin
King Mongkut’s University of Technology Thonburihttp://arts.kmutt.ac.th/crs/workshop.htm
02‘Many university modern language teachers bemoan the ‘fact’ that their students do not have any metalanguage’. … If students simply need metalinguistic knowledge in order to understand language classes because such metalanguage is in common use, one possible options is to change the way one teaches, and avoid using metalanguage. Such suggestions are, however, frequently met with blank looks, and after some reflection, the assertion that students need to learn metalanguage anyway, since many will go on to become teachers. The assumption that teachers need to have metalanguage goes unchallenged.’
Alderson, J.C. (1997)
Is metalanguage needed?
03
Assumptions:
Is metalanguage needed? Yes No
Teach metalanguage (parts of speech)
Is metalanguage needed?
04Are metalingual terms needed?
“Writers tend to avoid using it a great deal when writing for low proficiency learners but the provision of glossaries of terms in most Pedagogic Grammar books bears testimony to a widely held view that some learner acquaintance with key terms is worthwhile.”
Fortune, A. (2005)
05
Are metalingual terms needed?
Yes No(Abbreviations) (Colors)
Are metalingual terms needed?
06
To study the effectiveness of using
color codes and abbreviations
on word ordering in sentences
Purpose
07Methods
Subjects61 undergraduates at (KMUTT) Course: Fundamental English III (LNG103)Faculty: SciencesEnglish proficiency: Average
2 groups: Abbreviations (ABB) 31 subjectsColor codes (COL) 20 subjects
08Instruments and Procedures
Step 1: Pre-test: Receptive and Productive skills (Subjects’ use of Language)
Step 2: Tasks 1 - 3Step 3: Quiz 1: Receptive and Productive skills
(Subjects’ use of Metalanguage: POS)Step 4: Tasks 4 - 6Step 5: Quiz 2
Step 6: Tasks 7 – 9Step 7: Quiz 3
Step 8: Post-test
WINTERTemplate
09Receptive skills
โรงแรมเก่�าที่��อยู่��ตรงสุ�ดถนนก่�าลั�งจะถ�ก่ที่�าลัายู่เพื่��อสุร�าง
ตลัาดใหม�
The / street / in order to / is going to be destroyed / the / new / of / the / old / at / hotel / build / a / end / supermarket /. /
Test: Receptive and Productive skills
WINTERTemplate
10
Productive skills
ที่��น��นม�ร�านอาหารมาก่มายู่ เช่�น ม� ร�านอาหารไที่ยู่ ร�านอาหารจ�น แลัะ
ร�านอาหารญี่��ปุ่�$น
Test: Receptive and Productive skills
11
โรงแรมเก่�าที่��อยู่��ตรงสุ�ดถนนก่�าลั�งจะถ�ก่ที่�าลัายู่เพื่��อสุร�างตลัาดใหม�
The old hotel at the end of the street is going to be destroyed in order to build a new supermarket.
Task (Teach metalanguage )
12Receptive skills
โรงแรมเก่�าที่��อยู่��ตรงสุ�ดถนนก่�าลั�งจะถ�ก่ที่�าลัายู่เพื่��อสุร�างตลัาด ใหม�
The / street / in order to / is going to be destroyed / the / new / of / the / old / at / hotel / build / a / end / supermarket /. /
Quiz: Receptive and Productive skills
13
Productive skills
โรงแรมเก่�าที่��อยู่��ตรงสุ�ดถนนก่�าลั�งจะถ�ก่ที่�าลัายู่เพื่��อสุร�าง
ตลัาดใหม�
The old hotel at the end of the street is going to be destroyed in order to build a new supermarket.
Quiz: Receptive and Productive skills
14Data analysis (Test)
Within groupsPre-test vs Post-test scores Between groupsAbbreviations vs Colors group
Post-test scoresPre-test scoresGained scores (Post minus Pre-test scores)
Receptive skills Productive skillsABB
PRE POST PRE POSTCOL
15Results (Test)
Receptive skills Productive skills
PRE POST PRE POST
ABB8.72
(0.76)9.22
(0.54)8.09
(0.81)8.22
(0.80)
COL7.58
(1.34)7.85
(1.03)7.47
(1.14)7.69
(0.73)
Pre- and Post-test
16Abbreviations Colors
7
7.5
8
8.5
9
9.5
10
Pre-test Post-test
7
7.5
8
8.5
9
9.5
10
Pre-test Post-test
Receptiveskills
Productiveskills
Within groups
- ABB : Difference between receptive tests: No difference between productive tests
- COL : No difference between tests
17- ABB : Difference between receptive tests
: No difference between productive tests Improvement in students’ receptive use of language
No change in students’ productive use of language
- COL : No difference between tests
No change in students’ receptive & productive use
of language
WINTERTemplate
18Receptive skills
7
7.5
8
8.5
9
9.5
10
Pre-test Post-test
Productive skills
7
7.5
8
8.5
9
9.5
10
Pre-test Post-test
ABBCOL
Between groups
- Differences between 2 groups of studentsStudents are not equal
19Gained scores
0123456789
10
ABB COL
Receptive skills
Productive skills
- No difference between 2 groups of subjects
20
Receptive skills
Productive skills
ABB 8.36 8.39 8.47
COL 8.21 8.05 8.09
ABB 9.83 8.94 9.42
COL 9.37 7.74 8.45
Results (Quiz)
21Results
7
7.5
8
8.5
9
9.5
10
Quiz 1 Quiz 2 Quiz 3
7
7.5
8
8.5
9
9.5
10
Quiz 1 Quiz 2 Quiz 3
Receptiveskills
Productiveskills
Abbreviations Colors
- No differences between quizzes
No change in subjects’ metalingual ability
22Quiz: levels of difficulty
- No. of words/ sentences
- No. of main clauses
- No. of posessives
- No. of parts of speech in each quiz
23
Quiz 1 Quiz 2 Quiz 3
Words 15 14 17 18 23 28 15 19 23
Clauses 2 2 3 3 3 3 2 3 3
Possessives 0 0 0 0 1 1 0 0 0
POS 0 0 0 0 1 1 0 1 1
Levels of difficulty: Quiz 2 > Quiz 3 > Quiz 1
24Abbreviations
7
7.5
8
8.5
9
9.5
10
Quiz 1 Quiz 2 Quiz 3
7
7.5
8
8.5
9
9.5
10
Quiz 1 Quiz 2 Quiz 3
Receptiveskills
Productiveskills
Colors
25Conclusion
Use of color coding
Use of abbreviations
Use of metalanguage
No change No change
Receptive use of language
No change Improvement
Productive use of language
No change No change
26Discussion
• Problems in research methodology
• The relationship between metalanguage and language learning
27
Problems in research methodology
- Timing
- Subject selection
28
Timing
“…massed practice can be more effective than distributed practice in classroom learning, especially in the case of second/ foreign languages.”
Serrano, R. and Munoz C. (2007: 319)
WINTERTemplate
29Subject selection
- Hoped for equal groups
- Differences in language proficiency
- Can be controlled through statistics
(gained scores)
- Differences in motivation and attentiveness
30
The relationship between metalanguage and language learning
“The relationship between metalinguistic knowledge and language proficiency is weak. Metalinguistic knowledge and language proficiency appear to constitute two separate factors of linguistic ability”
Alderson et al. (1997: 118)
31Does metalanguage help with language performance?
- No changes in use of metalanguage- Nearly no changes in use of language
No relationship identifiable
Should metalanguage be taught through abbreviations (terminology) or color coding?
- No changes for color coding- Small change for abbreviations
Grammatical terminology may be preferableStudents’ familiarity with terms
32Contact
Punjaporn Pojanapunya
Wilaksana Srimavin
http://arts.kmutt.ac.th/crs/workshop.htm