teaching and study practices in finnish foreign language classrooms
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Teaching and Study Practices in Finnish Foreign Language Classrooms. Pirjo Harjanne [email protected] Research Centre for Foreign Language Education (ReFLEct) http://www.helsinki.fi/sokla/reflect Department of Applied Sciences of Education University of Helsinki. Seppo Tella - PowerPoint PPT PresentationTRANSCRIPT
Teaching and Study Practices in Teaching and Study Practices in Finnish Foreign Language Finnish Foreign Language
ClassroomsClassrooms
Pirjo Harjanne [email protected]
Research Centre for Foreign Language Education (ReFLEct)
http://www.helsinki.fi/sokla/reflect
Department of Applied Sciences of Education
University of Helsinki
Seppo Tella
Waseda Institute for Advanced Study Waseda University
Tokyo, Japan and
Department of Applied Sciences of Education
University of Helsinki
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Contents of the presentationContents of the presentation
Introduction:
- Finnish national core curricula: CLT
- CLT in Finnish foreign language classrooms?
KIELOKIELO—Research and Developmental Project in Foreign Language Teaching, Studying and Learning (2008–2012)
KIELO KIELO research and other research on Finnish foreign language classrooms
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Finnish national core curriculaFinnish national core curricula (LOPS, 2003; POPS, 2004)(LOPS, 2003; POPS, 2004)
Aim of language teaching: communicative language proficiency
Means: communicative language teaching (CLT)
What should CLT include in FL classrooms? Some salient features of CLT and TBLTSome salient features of CLT and TBLT(Harjanne, 2006; based on e.g. Nunan, 1989; Donato, 2000; van Lier, 2000; (Harjanne, 2006; based on e.g. Nunan, 1989; Donato, 2000; van Lier, 2000;
Brown, 2001; Richards & Rodgers, 2001;Brown, 2001; Richards & Rodgers, 2001; Ellis, 2003; Skehan, 2003 Ellis, 2003; Skehan, 2003) )
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Socioculturalism in classroomsSocioculturalism in classrooms
The participation metaphor/Socioculturalism
Learning Participation in social interaction and communication
Knowing Participation in social interaction and communication
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Theory of language
*The function of language is the expression of meaning; above all interaction and communication
Theory of learning
*Real communication, trial and error; meaningful tasks, meaningful language to the learner
Objectives *Functional and linguistic; the starting point: thestudent’s needs, experiences and contents*Meaningful authentic communication
Communication *A communicative goal, the connection with life outside the classroom *Taking all the components of communicative language proficiency into consideration*Integrated practising of listening, reading, speaking and writing*Primary focus on meaning, secondary focus on form*Interaction, negotiating of meaning, risk-taking
Student’s role *Co-operative participator in communication
Teacher’s role *Mentor, instructor, needs’ analyst, task organizer, resource, feedback, researcher and learner
Role of material *Task-based, authentic, supporting communicative language use
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KIELO A Research and Developmental
Project in Foreign Language Teaching,
Studying and Learning (2008–2012)
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the FL teacher’s cognition the FL teacher’s cognition • • conceptions of students, teaching, studying conceptions of students, teaching, studying and learning based on values, beliefs, and learning based on values, beliefs, prior experience, practical knowledge and prior experience, practical knowledge and theoretical knowledgetheoretical knowledge &&the sociocultural context of school and the sociocultural context of school and language classroom language classroom • • define what and how foreign languages are define what and how foreign languages are taught, studied—and learnttaught, studied—and learnt
Premises of the KIELO project
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**A holistic view on Communicative Language Teaching
**A communicative task as a crucial part of teaching and studying
**The didactic teaching–studying–learning he didactic teaching–studying–learning process (TSL process)process (TSL process)
****TThe FL teacher’s own personal didactics he FL teacher’s own personal didactics and pedagogical thinkingand pedagogical thinking
The key components of KIELO’s theoretical framework
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To analyse, describe and interpretTo analyse, describe and interpret the thepresent state of foreign language (FL) present state of foreign language (FL) teaching in Finnish FL classroomsteaching in Finnish FL classrooms – the way – the way foreign languages are taught, studied and foreign languages are taught, studied and learnt. learnt.
A sA special focus pecial focus is is laid on the role, status laid on the role, status and significance of communicative language and significance of communicative language teaching (CLT) teaching (CLT) and task-based language and task-based language teaching (TBLT) teaching (TBLT) as a current and topical as a current and topical teaching practice and as a methodological teaching practice and as a methodological approach among FL teachers. approach among FL teachers.
Research taskResearch task
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1 What salient features and emphases are found in Finnish FL classrooms?
2 What teaching and study practices are used in Finnish FL classrooms?
3 In what ways are the teaching and study practices justified by the teachers?
4 In what ways do FL teachers implement communicative language teaching and task-based language teaching?
Research questionsResearch questions
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Research Setting
Research methodology• Exploratory practice• Mixed methods
Target groups• FL teachers• Students
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Exploratory PracticeExploratory Practice (Allwright, 2000; 2003; Allwright & Hanks, 2009)(Allwright, 2000; 2003; Allwright & Hanks, 2009)
Key objective: to increase Key objective: to increase understandingunderstanding of of the quality of language classroom lifethe quality of language classroom life the salient features of an the salient features of an “ordinary” “ordinary” classroom’s classroom’s
activitiesactivities
Teachers and learnersTeachers and learners are are equal partners equal partners in researching in researching their own classroom lives their own classroom lives – – teaching and studyingteaching and studying
Research has to be Research has to be relevant to the teacher and relevant to the teacher and the studentsthe students
Academic researchers are Academic researchers are research cresearch consultants onsultants
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Research Setting
Data gathering• Questionnaires• Interviews• Classroom observation• Electronic and digital documentation
Data analysis• Content analysis• Discourse analysis
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KIELO KIELO research and other research on Finnish
Foreign Language Classrooms
Current research on teaching and study practices in Finnish FL classrooms is scarce.
Only a few doctoral theses; most studies are Master’s theses or Bachelor’s theses;still, they are important and indicatory.
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CLT vs. ‘traditional’ language teaching CLT vs. ‘traditional’ language teaching Target language vs. mother tongue
60% of the Finnish teachers 60% of the Finnish teachers of English: of English: English at most 50% English at most 50% of the teaching time of the teaching time
Under 10% Under 10% of the Finnish teachers of of the Finnish teachers of English: the target language English: the target language at least 75% at least 75% of the teaching timeof the teaching time
(The assessment of pupils’ skills in English in eight European countries, 2002).
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CLT vs. ‘traditional’ language teaching CLT vs. ‘traditional’ language teaching Target language vs. mother tongue
English / lower and upper secondary school /English / lower and upper secondary school /
four (two and two) video-recorded lessons :four (two and two) video-recorded lessons : 60% 60% (lower secondary) /(lower secondary) / 51% 51% (upper (upper
secondary) secondary) of the teacher talk of the teacher talk was was FinnishFinnish GrammarGrammar: in Finnish: in Finnish
(Reini, 2008 (Reini, 2008 / Master’s thesis) / Master’s thesis)
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CLT vs. ‘traditional’ language teaching CLT vs. ‘traditional’ language teaching Target language vs. mother tongue
KIELO KIELO research
English / lower and upper secondary school
Interviews of the teachers (N=11),
observation of lessons (N=11)
The aim of the teachers:maximum use of English in the lessons
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CLT vs. ‘traditional’ language teaching CLT vs. ‘traditional’ language teaching Target language vs. mother tongue
Observation At the beginning of the lesson: English / 11 Instructions: English / 5, English and Finnish / 4,
Finnish and English 2 Grammar: Finnish / 8, English / 3 General conversation: English / 5, English and Finnish
/ 4, Finnish and English 2 Private conversation: English / 3, English and
Finnish / 4, Finnish and English / 4 Dicipline: English / 6, English and Finnish / 1, Finnish
and English / 4 Intervention in the students’ use of Finnish: yes / 4,
not always / 3, no / 4
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CLT vs. ‘traditional’ language teaching CLT vs. ‘traditional’ language teaching Target language vs. mother tongue
The experienced teachers used much more English than the inexperienced teachers
The students used much more English, when the teacher used English and especially, when they were encouraged to speak English
(Kuoppala, 2009 / Pedagogical thesis)
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CLT vs. ‘traditional’ language teaching CLT vs. ‘traditional’ language teaching Target language vs. mother tongue
KIELO KIELO research
English / lower secondary school
Classroom observation (1–3 lessons per 5
teachers) and a questionnaire Instructions / 5 teachers: primarily English >>
Observation: Finnish and English GrammarGrammar / 5 teachers: Finnish Small talk / The teachers: English >
Observation: English To praise the students / The teachers: English
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CLT vs. ‘traditional’ language teaching CLT vs. ‘traditional’ language teaching Target language vs. mother tongue
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Paying attention to the students’ use ofFinnish / 5 teachers: try to pay attention to the use of Finnish > Observation: The teachers asked the students to be quiet or they let them continue in Finnish but didn’t encourage them to speak English
(Järnberg, 2009 / Pedagogical thesis)
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CLT vs. ‘traditional’ language teachingCLT vs. ‘traditional’ language teaching
English / lower secondary school: Teaching and studying focused on linguistic items isolated from meanings and language functions (Alanen, 2000)
English / upper secondary school: Little (if any) evidence of student-centredness or of the student’s role as an active user of the target language (Nikula, 2007)
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CLT vs. ‘traditional’ language teachingCLT vs. ‘traditional’ language teaching
English / primary school: The teacher
• had a high level of control and • focused her teaching on
isolated linguistic units The teacher usually used
English communicatively only for a few minutes during a lesson
(Hinkkanen & Säde, 2003 / Master’s thesisMaster’s thesis)
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CLT vs. ‘traditional’ language teachingCLT vs. ‘traditional’ language teaching
English / primary school: The pupils:
The exercise book exercises and listening to and reading the textbook chapters played a major role
Their use of English was minimal, as even discussion tasks in pairs were written down in their copybooks
(Jalkanen & Ruuska, 2007 / Master’s thesisMaster’s thesis)
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CLT vs. ‘traditional’ language teachingCLT vs. ‘traditional’ language teaching
English / English / upper secondary schoolupper secondary school Classroom ethnography, conversation analysis /One double-lesson of English (a part of a largerdata collection of face-to-face ordinary EFL lessons)
The nature of EFL conversation in classroomThe nature of EFL conversation in classroom: : The teacher The teacher had had controlcontrol, focusing on , focusing on checking checking
the exercisesthe exercises Teacher-centred Teacher-centred Genuine conversation Genuine conversation was was scarcescarce (Turunen, 2007 / Master’s thesis)(Turunen, 2007 / Master’s thesis)
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CLT vs. ‘traditional’ language teachingCLT vs. ‘traditional’ language teachingEnglish/ primary school English/ primary school
Three case studies about Three case studies about dramadrama; teacher as; teacher as
a researcher, observation, interviews a researcher, observation, interviews of theof the
teachers, questionnaires to the pupils teachers, questionnaires to the pupils
Drama Drama enabled enabled to simulate authentic communicationto simulate authentic communication
in English in English to practise all the components ofto practise all the components of
communicative competence communicative competence
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CLT vs. ‘traditional’ language teachingCLT vs. ‘traditional’ language teaching
Swedish / lower and upper secondary school Microethnography, exploratory practice, teacher
as a researcher / audio-recorded lessons,
a questionnaire
Oral practice of Swedish with the aid ofOral practice of Swedish with the aid of
collaborative scheme-based and elaborationcollaborative scheme-based and elaboration
taskstasks Student-centredStudent-centred lessons lessons Teacher:Teacher: a mentora mentor Students: active participatorsStudents: active participators
in communication in Swedishin communication in SwedishHarjanne & TellaHarjanne & Tella
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CLT vs. ‘traditional’ language teachingCLT vs. ‘traditional’ language teaching
The students’ communication: The students’ communication: co-construction of the dialogueco-construction of the dialogue peer-scaffoldingpeer-scaffolding much more attention to meaning than formmuch more attention to meaning than form
Conclusion: Conclusion: students’ students’ collaborationcollaboration and and interactional interactional
communicationcommunication came true, having the came true, having the connection with life outside the classroom.connection with life outside the classroom.
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CLT vs. ‘traditional’ language teachingCLT vs. ‘traditional’ language teachingKIELO KIELO researchWhat tasks do FL teachers at a university ofapplied sciences use in their lessons?A questionnaire to 8 FL teachers (English, Spanish,French, Swedish, German and Russian) (> 9 teachersparticipated!) Many more oral than written tasks The oral tasks were more communicative
than the written tasks Co-operative tasks Authentic materials, self-edited materials About same number of group work and individual
tasks About same amount of teacher-centred and student-
centred teaching(Naumanen, 2009 / Pedagogical thesis)
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CLT vs. ‘traditional’ language teachingCLT vs. ‘traditional’ language teachingKIELO KIELO research What kind of foreign language teaching do the
pupils at lower secondary school findinteresting? A questionnaire, N=42 Group work and projects in addition to
grammar >> to hear and use foreign languages
More speaking in foreign languages Varied FL teaching including
culture and communication (Keskinen, 2009 / Pedagogical thesis)
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CLT vs. ‘traditional’ language teachingCLT vs. ‘traditional’ language teaching
KIELO KIELO research
Which teaching approaches do the FL teachersin primary school and lower secondary school
prefer on their lessons and why?
A questionnaire (N=23) Teacher-centred (58% of the teachers),
a need to control Student-centred and co-operative
(42% of the teachers), to activate the students to inspire, participate and take more responsibility
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CLT vs. ‘traditional’ language teachingCLT vs. ‘traditional’ language teaching Authoritarian teaching style
(59% of the teachers) clear rules and goals > learning if too much control to the students
> non-learning; Democratic teaching style
(33% of the teachers) to enable the students to participate and
to assume more responsibility
(Lehtinen, 2009 / Pedagogical thesis)
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Conclusions from research on Conclusions from research on Finnish FL classroomsFinnish FL classrooms
The results are in line with many international research results (e.g,. Karavas-Doukas, 1996; D. Li, 1998;
Sato & Kleinsasser, 1999):
Most second language (L2) teachers claim to use CLT approach
Communicative FL classrooms still seem to be in the minority (teaching still being teacher-centred and focused on grammar)
(Gatbonton & Segalowitz, 2005)
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Conclusions from research on Conclusions from research on Finnish FL classroomsFinnish FL classrooms
The language tasks used mirror the teachers’ views on FL proficiency, teaching, studying and learning.
The language tasks used seem to have a decisive role on defining what happens in FL classrooms.
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CLT vs. ‘traditional’ language teachingCLT vs. ‘traditional’ language teachingTasksTasks
KIELO KIELO research
What kind of tasks do the exercise books in
French at lower secondary school include in
Finland, Sweden and Canada?
Task classification modified on basis of Nunan
(1989), Skehan (1998) and Littlewood (2004)
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Tasks in French
A Finnish book (132 tasks)
A Swedish book (390 tasks)
A Canadian book (295 tasks)
Non-communicative
49.2% 62.6% 49.8%
Pre- communicative
37.1% 32.1% 38.3%
Communicative 13.6% 5.4% 11.9%
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Why do FL teachers prefer ‘traditional’ (teacher-centred, focus on grammar) language teaching? It’s hard for the FL teachers used to teach
grammatical rules and isolated words and word lists, to see that communicative tasks improve learning (Gatbonton & Segalowitz, 2005)
The FL teachers’ beliefs determine their teaching crucially (e.g., Borg, 2006)
Misunderstandings of communicative Misunderstandings of communicative language teaching and of a communicative language teaching and of a communicative task: task: Purely oral practice, no grammar teaching or practising
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KIELO KIELO research
on teaching and study practices
in Finnish FL classrooms
is continued…
What, how and why?What, how and why?
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Alanen, R. (2000). Kolmannen muodon tapaus: Miten kieliopista puhutaan englannin kielen luokassa. Alanen, R. (2000). Kolmannen muodon tapaus: Miten kieliopista puhutaan englannin kielen luokassa. [The case of the third form: How [The case of the third form: How grammar is discussed in English classroom.] grammar is discussed in English classroom.] Teoksessa P. Kalaja & L. Nieminen (toim.)Teoksessa P. Kalaja & L. Nieminen (toim.) , Kielikoulussa – kieli koulussa , Kielikoulussa – kieli koulussa (ss. 139–163)(ss. 139–163).. AFinLAn vuosikirja, 58. Jyväskylä: Suomen soveltavan kielitieteen yhdistys AFinLA. AFinLAn vuosikirja, 58. Jyväskylä: Suomen soveltavan kielitieteen yhdistys AFinLA.
Allwright, D. (2000). Allwright, D. (2000). Exploratory Practice: an 'appropriate methodology' for language teacher development?Exploratory Practice: an 'appropriate methodology' for language teacher development? Paper presented at the 8th Paper presented at the 8th IALS Symposium for Language Teacher educators, Edinburgh, Scotland, Politics, Policy and Culture in Language Teacher education. IALS Symposium for Language Teacher educators, Edinburgh, Scotland, Politics, Policy and Culture in Language Teacher education.
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Bergman, J., Oksanen, H., & Veikkolainen, K. (2009). Viestinnällisyys ranskan oppikirjojen tehtävissä Suomessa, Ruotsissa ja Kanadassa . Pedagoginen tutkielma. [[Communicativeness in the exercises of the textbooks of French in Finland, Sweden and CanadaCommunicativeness in the exercises of the textbooks of French in Finland, Sweden and Canada ]. ]. Aineenopettajankoulutus. Soveltavan kasvatustieteen laitos. Helsingin yliopisto. [[Pedagogical thesis, unpublished.]Pedagogical thesis, unpublished.]
Breen, M. (2001). Navigating the discourse: on what is learned in the language classroom. In Candlin, C. & Mercer, N. (eds.) English language teaching in its social context. London: Routledge, 306–322.
Brown, D. H. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. 2nd edition. San Francisco, CA: State University.
Ellis, R. (2003). Ellis, R. (2003). Task-based language learning and teachingTask-based language learning and teaching . Oxford: Oxford University Press.. Oxford: Oxford University Press.Gatbonton, E., & Segalowitz, N. (2005). Rethinking communicative language teaching: A focus on access to fluency. Gatbonton, E., & Segalowitz, N. (2005). Rethinking communicative language teaching: A focus on access to fluency. The Canadian The Canadian
Modern Language Review, 61Modern Language Review, 61(3), 325–353.(3), 325–353.
Harjanne, P. (2006). ”Mut ei tää oo hei midsommarista!” – ruotsin kielen viestinnällinen suullinen harjoittelu yhteistoiminnallisten skeema- ja elaborointitehtävien avulla. [‘But hey, this ain’t ‘bout Midsummer!’—Communicative oral practice in Swedish through collaborative [‘But hey, this ain’t ‘bout Midsummer!’—Communicative oral practice in Swedish through collaborative schema-based and elaboration tasks]. University of Helsinki. Department of Applied Sciences of Education. Research Report 273. schema-based and elaboration tasks]. University of Helsinki. Department of Applied Sciences of Education. Research Report 273. Available at Available at http://ethesis.helsinki.fi/julkaisut/kay/sovel/vk/harjanne/
Hinkkanen, H.-M., & Säde, A.-M. (2003). Hinkkanen, H.-M., & Säde, A.-M. (2003). Puhutaanko kielestä vai kielellä? Tapaustutkimus englannin kielen tunnilla käytetyn kielen Puhutaanko kielestä vai kielellä? Tapaustutkimus englannin kielen tunnilla käytetyn kielen kohteista, sisällöistä ja merkityksistä. kohteista, sisällöistä ja merkityksistä. [[Shall we talk about a foreign language or in a foreign language? Shall we talk about a foreign language or in a foreign language? A case study of the targets, A case study of the targets, content and meanings of the language used in English lessonscontent and meanings of the language used in English lessons ].].Kasvatustieteen pro gradu -tutkielma. Opettajankoulutuslaitos, Kasvatustieteen pro gradu -tutkielma. Opettajankoulutuslaitos, Jyväskylän yliopisto. [Master’s thesis]. Retrieved June 9, 2009, from Jyväskylän yliopisto. [Master’s thesis]. Retrieved June 9, 2009, from https://jyx.jyu.fi/dspace/bitstream/handle/123456789/10443/G0000201.pdf?sequence=1
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