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Week 10: Classroom Practice and Second Language Acquisition

∎ Implicit vs Explicit Instruction

<Implicit Instruction>- Implicit instruction contrasts with explicit instruction. - Implicit instruction occurs in instructional tasks that do not provide specific guidance on what is to be learned from the task. - It may provide examples, uses, instances, illustrations, or visualizations of a knowledge components without a direct statement (or rule) that specifically directs the learner on what is to be learned.

<Explicit Instruction>- Explicit instruction, on the other hand, will offer the very same materials along with guidance on goals and expectations for the task, as well as examples, practice and feedback. With that additional framework and practice, a child with language-learning problems, such as dyslexia, can keep pace with his or her peers at grade level.- We might say that implicit learning is unconscious or intuitive, while explicit learning is conscious and directed.

<Stages of Explicit Instruction of Vocabulary/Grammar> 1. Introduce the vocabulary/grammar. 2. Provide a "student-friendly explanation." 3. Illustrate with examples. 4. Check understanding.

￭ Four Types of Language Use

1. Mechanical Drill (no change of meaning is involved)e.g. repetition drill substitution drill transformation drill

2. Meaningful Drill (meaning is contextualized but there is still no information conveyed)

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e.g. T: (showing a picture of a clock) “What time is it now?” Ss.: “It’s four o’clock.” (No information gap.)

3. Pseudo-communicative Drill (i.e., new information is conveyed but in a manner that is unlikely in naturalistic discourse)

4. Real communication (i.e., spontaneous speech resulting from the exchange of opinions, jokes, classroom management, etc.)

￭ Presenting and Practicing Structures

Step 1: Oral presentation of form and meaning

e.g. I’ve been learning English for two years.

• You know that it began two years earlier and the process is still going on. So, you can say something like this: Two years ago, in 2004, I began to learn English. It is now 2006, so I’ve been learning English for two years.

• Repetition of the structure will follow, enough to familiarize the learners with the sound but not enough to bore them.

• Then you could show how the basic structure generates other utterances. Building on the model above, you might say when you started driving a car, when you began teaching, when you moved into your house.

• If possible, be truthful, but above all be interesting and even amusing.

Step 2: Blackboard example

• Now you can write the structure on the board, underlining the key features or highlighting them with colored chalk. e.g. I’ve been learning English for 2 years.

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※ Even better, you can show only the bones of the structure, so as not to obscure the form with unnecessary words. (often called “skeleton structure”) e. g. have + been + ....ing + for (’ve) has (’s)

Step 3: Guided practice

• A substitution drill is useful follow‐up to this step. The teacher calls out the new elements or prompts them by means of visual aids such as pictures, flashcards, blackboard sketches, etc.

e.g. T: “Five years” (showing a picture of a driver in the car) S: “I’ve been driving the car for five years.” T: “Many years” (showing a picture of a guitar player) S: “I’ve been playing the guitar for many years.”

Step 4: Making practice meaningful for individual students

e.g. T: I’ve been using this bag for 6 months. (I bought it 6 months ago and I’m still using it.) Now, how long have you been using your bag? (pause) Chnag‐ho? C‐H: I’ve been using my bag for one year. T: How about you, Yoon‐hee? Y‐H: I’ve been using it for 10 months.※ Some errors may occur as you allow an element of free expression, but it would be wrong to correct everything formally at this stage of less controlled practice.

※ The remodeling of an incorrect utterance can be done in a subtle way that does not cause embarrassment.

※ By using the structure to talk about themselves, their family and friends, the students are more likely to internalize it. The focus now is on what is being said, rather than how it is said.

￭ Material Adaptation

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e.g. Using the Microwave Oven 1. You brought your lunch today. 2. You need to warm it up. 3. Go to the school cafeteria. 4. Unwrap your lunch and put the food in a container. 5. The container must be for the microwave oven. 6. Open the microwave oven. 7. Set the timer for two minutes. 8. Press the start button and wait. 9. The bell rings. It's done. 10. Open the door and take out the food. 11. What a good smell! 12. Take a sip of water and enjoy the food.

<Adapted for elementary level students>1. Put the food in.2. Set the temperature control.3. Set the timer.4. Press the start button.5. The bell rings. The food is ready.6. Take the food out.7. Enjoy the food.

e.g. Describing the Location

<Original Material>LIBRARY A

Describe the locations of these books to your partner.① History of the Orient② American Short Stories③ Atlas of the Moon④ Chemistry for Beginners⑤ War and Peace⑥ Elizabethan Literature⑦ 20th Century Art⑧ Modern Medicine

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LIBRARY B

Describe the locations of these books to your partner.⑨ History of Europe⑩ 18th Century Dramas⑪ Romantic Poetry⑫ Gone with the Wind⑬ Modern Encyclopedia⑭ Biography Shelf ⑮ Science and Religion⑯ Economic Theory

<Adapted for Secondary School Level> LIBRARY A

Describe the locations of these books to your partner.① Physics② Chemistry③ English④ Math⑤ Music⑥ Ethics⑦ Economics⑧ Poetry

LIBRARY B

Describe the locations of these books to your partner.⑨ Biology⑩ Art⑪ Sociology⑫ Philosophy⑬ Culture⑭ Politics⑮ Engineering⑯ Korean

♠ Homework: Describe the locations of five books on your bookcase.

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e.g. Strip Story (for 9 students)

The Student Who Overslept<Original Material>--------------------------------------------My friend usually gets up at 7:00.--------------------------------------------But this morning he slept until 7:30.--------------------------------------------When he realized he had overslept, he leaped out of bed.--------------------------------------------First he showered and shaved.--------------------------------------------Then he got dressed.--------------------------------------------At 8:00 he ate his breakfast quickly.--------------------------------------------He rushed out of the house to catch the 8:15 bus.--------------------------------------------He arrived at school just in time for class.--------------------------------------------By 9:00 he was sound asleep again, this time with his head on the desk.--------------------------------------------

<Adapted for 8 Students>

The Student Who Overslept--------------------------------My friend usually gets up at 7:00.--------------------------------But this morning he slept until 7:30.--------------------------------When he woke up, he jumped out of bed.--------------------------------First he washed and then he got dressed.--------------------------------At 8:00 he ate his breakfast quickly.

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-----------------------My friend usually gets up at 7:00.-----------------------But this morning he slept until 7:30.-----------------------When he realized he had overslept, he leaped out of bed.-----------------------First he showered and shaved.-----------------------Then he got dressed.-----------------------At 8:00 he ate his breakfast quickly.------------------------He rushed out of the house to catch the 8:15 bus.-----------------------He arrived at school just in time for class.------------------------By 9:00 he was sound asleep again, this time with his head on the desk.------------------------

------------------------My friend usually gets up at 7:00.------------------------But this morning he slept until 7:30.------------------------When he woke up, he jumped out of bed.------------------------First he washed and then he got dressed.------------------------At 8:00 he ate his breakfast quickly.------------------------Then He ran out of the house for school.------------------------He arrived at school just in time for class.------------------------But during the class he fell asleep again.-----------------------

--------------------------------Then He ran out of the house for school.--------------------------------He arrived at school just in time for class.--------------------------------But during the class he fell asleep again.--------------------------------

The Student Who Overslept

(Strip Story for 9 Students) -> (adapted for 8 Students)

￭ Meaningful Learninge.g. Frequency Adverbs never seldom sometimes often usually always

1 V

2

3

4

5

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1. I have breakfast before I go to school. 2. I play computer games when I have time. 3. I go to bed after midnight. 4. I get to school late. 5. I feel sleepy in class.

※ Write down your own sentences. 1. I seldom have breakfast before I go to school. 2. 3. 4. 5.

￭ Information Gap Activity

e.g. Picture Difference (A Coffee Shop Kitchen) A. B.

e.g. Using prepositions: A Coffee Shop Kitchen-------------------------------------------------------------------- Please fill in the blanks with the following words: about; for; of; off; on; out; over; to and up. Some words are used more than once.

Look at this kitchen. All kinds (1) things are going on. (2) the stove, a pot has just boiled (3) , but the cook's helper isn't paying any attention (4) it. He's busy working (5) something else. The dishwasher is trying to warn him (6) it. He's afraid that he's going to have to wipe (7) the mess after the helper turns (8) the burner. Something else is going (9) at the door. There's an eager young

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applicant (10) a job. He hasn't had much experience, but he looks like he'll be easy (11) train. The boss is looking him (12) . he needs more help right away, but he wants to find (13) more about the young man before offering him the job. The last new helper they hired didn't work (14) at all. They had to let him go after only two days.----------------------------------------------------------------------------

￭ Authentic Materialse.g. A Calling Card

From any touch tone phone: 1. Dial: 1-800-603-1320 2. After voice prompt enter PIN# 7931 054 5508x 3. After the voice prompt dial the number you wish to reach 4. To make another call, don't hang up, press [#][#] For domestic calls: 1 + Area code + Number For International calls: 011 + Country code + City code + Number Customer Service: 1-800-603-1324

e.g. A ticket to DISNEY WORLD

$37.00plus tax

Greetings to you, WALT DISNEY WORLD guest! This ticket entitles you to enjoy ONE DAY of: * Admission to ONE of the following Theme Parks: *MAGIC KINGDOMㅡ Park *Epcot *Disney-MGM Studios (during regular operating hours) * Unlimited enjoyment of the attractions (except those separately priced) in the ONE Theme Park you selected.

Thank you for visiting the WALT DISNEY WORLD resort! READMISSION: Here's how to leave the Park you chose and return on the same day - * At the exit turnstile, have your hand stamped. * When you return, please show your handstamp and your Ticket at the re-entry turnstile. Children under 7 years must be accompanied by an adult. Walt Disney World Co. is not responsible for misplaced, lost or stolen tickets.

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e.g. Natural Disaster

1. Name the disaster in each picture.

( ) ( ) ( )

( ) ( ) ( ) 2. What causes each disaster? 3. How can each disaster affect our lives? 4. What should we do to prevent or escape from the disaster? ----------------------------------------------------------------------------- flood, volcano, earthquake, tornado, tsunami, draught fire, wind, beach, ash, building, shift, burn, rain, explode, heat, lava, water, drown, tidal wave, cloud, shake, pressure from under the earth, destruction-----------------------------------------------------------------------------

Appendix: Quality of Teacher Talk(Source: Kim, Sung-Ae. (2007). The Quality of Language Input as Revealed in Teacher Talks and Classroom Activities. Modern English Education, 8(3), 85-106.)

TABLE 1. Difficult Vocabulary Used in Teacher TalksExamples

Class A "performance", "fluently", "comparative degrees", "adjectives", "at random”

Class B "material", "candidate", "basic expression"

Class C "expressions", "other situation", "naturally"

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TABLE 2. Lexical/Grammatical Errors in Teacher Talks

Examples

Class A

"It will be rain today." -> It will rain today."Let's play some performance." probably -> Let's see if we can do it. or Let's try it."I prepare some bags." -> I prepared a bag."There are lots of objectives in this bag." -> There are several objects in this bag."Next class we will learn another comparative degrees more specific, specific using this mini book." probably -> "Next class, we will learn more about comparative degrees using this mini book."

Class B

"Students should speak to the past thing." -> Students can talk about their past."Every morning I went to there. Go to there." -> Every morning I go there. "Can you say your yesterday?" -> Can you tell us about your yesterday?"Please take out your material." -> Please put away your material."Do(Did) you fun? -> Did you have fun?"Let's find out next class." -> Let's see what we're going to study next class."Next time we will be learn 'what did you do yesterday.' again." -> Next time we will learn 'What did you do yesterday.' again.

Class C"Listen carefully and do as I told." -> Listen carefully and do as I say (or as you are told)."Move your seat as this rubric." -> You need to move your seat for this game.

e.g. (In Class A) “adjective"[*ədʤɛktɪv] (In Class B) "Today, we have learned[*rənd] ----" "Let's find[*faɪn] out next class." (In Class C) "I'm sick[*sik]." "Let's find[*faɪn]out."

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TABLE 3. Unnatural/Unauthentic Expressions in Teacher Talks

Examples

Class A"How's the weather today?" & "What day is it today?" as greeting. "Please speak fluently.""From now on, I want to tell you some story." for Now, I will tell you a story."How was your performance?" for How did you like the act-out?

Class B "How's the weather outside?" as greeting"You answer very well, I will give you a sticker. OK?"

Class C "How's the weather today?" as greeting, "If you speak naturally, I will give you a sticker."

TABLE 4. IRF Type of Discourse

Examples

Class A T: "Look at the window. How's the weather?" Ss: "It's cloudy." T: "What day is it?" Ss: "It's Wednesday." T: "Right."

Class B T: "Jaewon, Stand up, please. OK. What's your favorite subject?" S: "Math." T: "OK Jaewon, Very good. Jaewon, please ask somebody."

Class C T: "Can you guess what we are going to study?" S: "제안하는 말을 배울 것 같습니다." T: "OK, Very good!"

e.g. (In Class B)S1: "I went to hospital with my mom. Because I have a cold. I met doctor. Doctor say, "Have rest time." "I ate shrimp fry yesterday. My mom made it delicious. My family and I eat all. It was very delicious. I want eat again."T: O.K. Very good! Next! e.g. (In Class C) T: "*Who is you?“

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Appendix: What scholars say about language teaching/learning

-------------------------------------------------▶Savignon (1991) "While involvement in communication events is seen as central to language development, this involvement necessarily requires attention to form. Communication cannot take place in the absence of structure, or grammar, a set of shared assumptions about how language works, along with a willingness of participants to cooperate in the negotiation of meaning." (p. 268)-------------------------------------------------

▶Widdowson (1990) Incidental, "natural" language acquisition is a "long and rather inefficient business and that "the whole point of language pedagogy is that it is a way of short-circuiting the slow process of natural discovery and can make arrangements for learning to happen more easily and more efficiently than it does in 'natural surroundings'". -------------------------------------------------

▶Long (1991) Even in courses that are intended to follow a particular method, the method disappears in the reality of the language classroom; that is different methods overlap considerably when it comes to actual classroom practice, and long periods within classes following different methods are, in fact, indistinguishable from each other.-------------------------------------------------

▶Schulz (1991)It may not be the quantity of practice, but the kind of practice that enhance acquisition. Not all practice may be equally effective for learning a foreign language.-------------------------------------------------

▶Celce-Murcia, M. Dornyei, Z., & Thurrell, S. (1997)In the L2 literature of the past decade, different researchers applying a range of conceptual frameworks and different technical terminologies have expressed the belief that making learners aware of structural regularities and formal properties of

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the target language will greatly increase the rate of language attainment. For example, various types of "consciousness raising" (Rutherford & Sharwood Smith, 1985), "input enhancement" (Sharwood Smith, 1993), "language awareness" (for a review, see van Lier, 1996), "focus on form" have been proposed; in addition, Lightbown, Spada, & White (1993), and Ellis (1990, 1994) discuss in detail the role of explicit instruction in second language acquisition (SLA).-------------------------------------------------

▶van Lier (1996)If the lessons, whether they are once a week, once a day, or more frequent than that are the only occasions on which the students are engaged with the language, progress will not occur or be exceedingly slow . . . -------------------------------------------------

▶DeKeyser (2000)Children are better than adults at acquiring a language implicitly, . . . Implicit acquisition processes, however, require massive amounts of input, which only a total immersion program can provide, not a program consisting of a few hours of foreign language teaching per week.-------------------------------------------------

▶ Bailey, et al., (1996)One reason why experience is insufficient as a basis for teacher development is that often “we teach as we have been taught.”-------------------------------------------------

▶Odlin, T. (1994). Introduction. In T. Odlin (Ed.), Perspectives on pedagogical grammar (pp. 1-22). New York, NY: Cambridge University press.

Time(p. 11-12)- In school years with an academic year of about ten months (which is more rigorous than what is found in many systems), the maximum amount of classroom time spent on a second language in four years would be 800 hours (equals 5 hours x 4 weeks x 10 months x 4 years).

- For some languages, this amount of time might be sufficient to achieve a

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high level of proficiency. If a learner is a native speaker of English, the Germanic and Romance languages might be learnable in such a period, according to estimates cited in recent studies of language transfer (Ringbom, 1987; Odlin, 1989).

- Yet the same estimates suggest that 800 hours would be far too little for languages such a Russian, Arabic, and Japanese: The latter, according to the estimate cited by Ringbom, might require 1,440 hours. Such estimates also assume rather ideal conditions often missing in many educational systems such as long school years and small class sizes.

- Accordingly, it should come no surprise that universities around the world frequently provide additional instruction in languages offered in secondary schools, for no other reason than the attempt to complete the language-learning processes begun earlier.

- In any case, becoming a proficient speaker or writer in a second language is an extremely lengthy process. Virtually every student will have much still to learn once the course (however advanced) is over.