interlanguage-stretching activities within a task-based empirical pedagogy
DESCRIPTION
Interlanguage-stretching activities within a task-based empirical pedagogy. Tom Means, [email protected] Marlboro College, Vermont, USA Larry Selinker, [email protected] New York University, NYC Researchproductionassociates.com. - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Interlanguage-stretching activities within a task-based empirical pedagogy](https://reader036.vdocuments.us/reader036/viewer/2022081603/56813e75550346895da88d61/html5/thumbnails/1.jpg)
Interlanguage-stretching activities within a task-based empirical
pedagogyTom Means, [email protected]
Marlboro College, Vermont, USA
Larry Selinker, [email protected] York University, NYC
Researchproductionassociates.com
![Page 2: Interlanguage-stretching activities within a task-based empirical pedagogy](https://reader036.vdocuments.us/reader036/viewer/2022081603/56813e75550346895da88d61/html5/thumbnails/2.jpg)
Definition of Interlanguage (IL)-stretching in this study
• IL-stretching of Accuracy
• IL-stretching of Delivery (Fluency)
![Page 3: Interlanguage-stretching activities within a task-based empirical pedagogy](https://reader036.vdocuments.us/reader036/viewer/2022081603/56813e75550346895da88d61/html5/thumbnails/3.jpg)
Definition of Empirical Pedagogy
• Following Han and Selinker (1999)
• Input-Heavy TBI (Means, 2006)
• Underpinned by Cognitive Approach (Skehan, 1998)
![Page 4: Interlanguage-stretching activities within a task-based empirical pedagogy](https://reader036.vdocuments.us/reader036/viewer/2022081603/56813e75550346895da88d61/html5/thumbnails/4.jpg)
Input-heavy TBI(of Italian as a FL in U.S.A)
(Needs Analysis)
• Pre-task– Input floods– Task-relevant production activities
• During-task– Time pressure– Recording
• Post-task- Self-transcript
- Grammar activities
![Page 5: Interlanguage-stretching activities within a task-based empirical pedagogy](https://reader036.vdocuments.us/reader036/viewer/2022081603/56813e75550346895da88d61/html5/thumbnails/5.jpg)
Input-Heavy TBI asEmpirical Pedagogy
• Research base
• Institutional implementation– Large US university (3rd year)– Small US university (2nd year)
• TBI as a vehicle for:– Copious input, interaction, output, feedback
![Page 6: Interlanguage-stretching activities within a task-based empirical pedagogy](https://reader036.vdocuments.us/reader036/viewer/2022081603/56813e75550346895da88d61/html5/thumbnails/6.jpg)
The Study
• Central Hypothesis of the study:
TBI will better promote accuracy and fluency than TI of Italian as a FL.
![Page 7: Interlanguage-stretching activities within a task-based empirical pedagogy](https://reader036.vdocuments.us/reader036/viewer/2022081603/56813e75550346895da88d61/html5/thumbnails/7.jpg)
The Study
• Ecologically valid– Representative– Intended audience: researchers, teachers,
administrators, students
• Fine-grained
• 9-week method comparison study involving TBI and TI of Italian as a FL
![Page 8: Interlanguage-stretching activities within a task-based empirical pedagogy](https://reader036.vdocuments.us/reader036/viewer/2022081603/56813e75550346895da88d61/html5/thumbnails/8.jpg)
The Study:Who/When/Where
• Participants
• Research Setting(s)
• Subject recruitment and selection
• Treatment calendar
![Page 9: Interlanguage-stretching activities within a task-based empirical pedagogy](https://reader036.vdocuments.us/reader036/viewer/2022081603/56813e75550346895da88d61/html5/thumbnails/9.jpg)
The Study: Treatment of TBI Group
• Research-based – Primacy of input– Psycholinguistic merits of output
• Three-phase cycle
• Types of tasks
![Page 10: Interlanguage-stretching activities within a task-based empirical pedagogy](https://reader036.vdocuments.us/reader036/viewer/2022081603/56813e75550346895da88d61/html5/thumbnails/10.jpg)
The Study: Treatment of TI Group
• Empirical base
• 4-phase cycle
![Page 11: Interlanguage-stretching activities within a task-based empirical pedagogy](https://reader036.vdocuments.us/reader036/viewer/2022081603/56813e75550346895da88d61/html5/thumbnails/11.jpg)
How were the independent variables manipulated consistently?
• Methodologies of language instruction– Task-based Instruction (TBI)
• Unit of analysis = 3 task cycles
– Traditional Instruction (TI)• Unit of analysis = 3 textbook chapters
![Page 12: Interlanguage-stretching activities within a task-based empirical pedagogy](https://reader036.vdocuments.us/reader036/viewer/2022081603/56813e75550346895da88d61/html5/thumbnails/12.jpg)
Dependent variables
• Accuracy– Grammatical gender agreement in the noun phrase
• Determiner-noun agreement– un fratello; *uno fratello– Il mese; *i mese
• Noun-adjective agreement– piatto giallo; *giallo piatto– Il mese scorso; *la mesa scorsa
• Fluency– Oral fluency (spoken syllables per minute)– Written fluency (written words per minute)
![Page 13: Interlanguage-stretching activities within a task-based empirical pedagogy](https://reader036.vdocuments.us/reader036/viewer/2022081603/56813e75550346895da88d61/html5/thumbnails/13.jpg)
Measurements
• Battery of 4 tests– Controlled-production tests
• Test 1: Create Complete Sentences• Test 2: Narrative Rewriting
– Spontaneous-production tests• Test 3: Narrative Retelling• Test 4: Family Tree
• Data collection
![Page 14: Interlanguage-stretching activities within a task-based empirical pedagogy](https://reader036.vdocuments.us/reader036/viewer/2022081603/56813e75550346895da88d61/html5/thumbnails/14.jpg)
Results of statistical analyses
![Page 15: Interlanguage-stretching activities within a task-based empirical pedagogy](https://reader036.vdocuments.us/reader036/viewer/2022081603/56813e75550346895da88d61/html5/thumbnails/15.jpg)
Accuracy Results
– In controlled tests• Marginal advantage for TBI group
– In spontaneous tests• Marginal advantage for TBI group
![Page 16: Interlanguage-stretching activities within a task-based empirical pedagogy](https://reader036.vdocuments.us/reader036/viewer/2022081603/56813e75550346895da88d61/html5/thumbnails/16.jpg)
Accuracy resultsTest 4: Mean Scores of D-N GG Agreement Accuracy in Family Tree Test
0
20
40
60
80
100
Pretest Posttest Delayed PT
TBI TI
No statistical significant differences.
![Page 17: Interlanguage-stretching activities within a task-based empirical pedagogy](https://reader036.vdocuments.us/reader036/viewer/2022081603/56813e75550346895da88d61/html5/thumbnails/17.jpg)
Fluency Results
Oral Fluency• Significant advantage for TBI group
Written Fluency• Significant advantage for TBI group (at
posttest only)
![Page 18: Interlanguage-stretching activities within a task-based empirical pedagogy](https://reader036.vdocuments.us/reader036/viewer/2022081603/56813e75550346895da88d61/html5/thumbnails/18.jpg)
Oral fluency gains
Test 4: Family Tree Mean Scores for Oral Fluency
0.020.040.060.080.0
100.0120.0
Pretest Posttest Delayed PT
TBI TI
Statistically significant difference for TBI at both times; none for TI.
![Page 19: Interlanguage-stretching activities within a task-based empirical pedagogy](https://reader036.vdocuments.us/reader036/viewer/2022081603/56813e75550346895da88d61/html5/thumbnails/19.jpg)
Written fluency gains
0
10
20
30
40
50
60
70
80
90
100
Pretest Posttest Delayed
TBI
TI
Statistical significance for TBI group at both points. For TI, only at delayed
![Page 20: Interlanguage-stretching activities within a task-based empirical pedagogy](https://reader036.vdocuments.us/reader036/viewer/2022081603/56813e75550346895da88d61/html5/thumbnails/20.jpg)
Examples from the data
• Analysis of accuracy from Test #1
• TI subject # 5080Pretest Posttest Delayed Posttest
la forma la forma *forma
• TBI subject #3262Pretest Posttest Delayed Posttest
*il spettacolo *il spettacolo lo spettacolo
![Page 21: Interlanguage-stretching activities within a task-based empirical pedagogy](https://reader036.vdocuments.us/reader036/viewer/2022081603/56813e75550346895da88d61/html5/thumbnails/21.jpg)
Examples from the data
• Analysis of oral fluency from Test #3
• TBI subject # 6211– Pretest performance: 58 syllables p/m– Delayed posttest performance: 107
• TI subject # 5080– Pretest performance: 80 syllables p/m– Delayed posttest performance: 82
![Page 22: Interlanguage-stretching activities within a task-based empirical pedagogy](https://reader036.vdocuments.us/reader036/viewer/2022081603/56813e75550346895da88d61/html5/thumbnails/22.jpg)
Discussion
• Central Hypothesis of the study: TBI will better promote accuracy and fluency than TI of Italian as a FL.
• Was the central Hypothesis retained?
– Fluency mode
– Accuracy mode
![Page 23: Interlanguage-stretching activities within a task-based empirical pedagogy](https://reader036.vdocuments.us/reader036/viewer/2022081603/56813e75550346895da88d61/html5/thumbnails/23.jpg)
Why was IL better delivered by Input-Heavy TBI?
• Teacher is decentralized
• Collaborative, structured input
• Meets head-on the challenge of producing spontaneous oral language
![Page 24: Interlanguage-stretching activities within a task-based empirical pedagogy](https://reader036.vdocuments.us/reader036/viewer/2022081603/56813e75550346895da88d61/html5/thumbnails/24.jpg)
Why was IL better promoted with Input-Heavy TBI?
(at a marginal level)
• Language as vehicle and object
• Engagement of rule-based mode
• Problems with the language feature in question, grammatical gender (Swain, 2005)
![Page 25: Interlanguage-stretching activities within a task-based empirical pedagogy](https://reader036.vdocuments.us/reader036/viewer/2022081603/56813e75550346895da88d61/html5/thumbnails/25.jpg)
Implications
• For language instruction in foreign language settings– a “usable” pedagogy that is empirical
• For research in Second Language Acquisition
![Page 26: Interlanguage-stretching activities within a task-based empirical pedagogy](https://reader036.vdocuments.us/reader036/viewer/2022081603/56813e75550346895da88d61/html5/thumbnails/26.jpg)
Conclusions
• Input-Heavy TBI as an Empirical Pedagogy
– Empirical method comparison study• Analyzing fluency and accuracy improvement (IL-stretching)
– Contributes some evidence of TBI’s effectiveness
– Creation of replicable TBI model, “Input-Heavy” that is flexible and adaptable
– Initiation of a TBI line of study that is fundamentally an educationally-relevant endeavor
![Page 27: Interlanguage-stretching activities within a task-based empirical pedagogy](https://reader036.vdocuments.us/reader036/viewer/2022081603/56813e75550346895da88d61/html5/thumbnails/27.jpg)
Bibliography
• Han, Z and Selinker, L. 1999. ‘Error Resistance: Towards an Empirical Pedagogy.’ Language Teaching Research, 3.3, 248-275.
• Means, T. 2006. A Comparative Study of Task-based and Traditional Instruction of Intermediate Italian: Findings on Accuracy and Fluency. Unpublished Ph.D. dissertation, Rutgers University, New Jersey
• Skehan, P. 1998. A Cognitive Approach to Language Learning. Oxford: OUP
• Swain, M. 2005. ‘The Output Hypothesis: Theory and Research.’ in E. Hinkel (ed.), Handbook of Research in Second Language Teaching and Learning. Mahway, New Jersey: Lawrence Erlbaum.