Learning outside the classroom n n n Richard
- Slides: 31
Learning outside the classroom n n n Richard Watson Todd King Mongkut’s University of Technology Thonburi http: //arts. kmutt. ac. th/call/doc/outsideclass. ppt
Why learning outside the classroom is important n n Time Differences between language inside and outside the classroom Promoting lifelong learning Lack of evidence for effectiveness of classroom learning
Some relevant issues n n Motivation for learning Resources for learning Tasks for learning Focus of learning
Motivation for learning n Is the learner studying an English course? – If no, autonomous learning – If yes, does the teacher assign work outside class? – Is the learner free to choose what work to do?
Resources for learning n Is the situation EFL or ESL? – If ESL, can the learner use the community or the family? n n Are learning resources (e. g. self-access) available? What media can the learner access?
Tasks for learning n What skill does the learner want to improve? – If speaking or writing, how can the learner gain feedback? – If reading or listening, should the learner engage in open-ended or closed-ended tasks? n Students prefer to focus on receptive skills in outside-class learning (Hyland, 2004(
Focus of learning n n Does the learner intend to practise English? Does the learner want to engage in meaningful use of English?
2 examples n n Homework Autonomous CALL
Homework n n Motivation: teacher assigns work Resource: usually paper-based exercises Task: usually to complete closed-ended practice exercises Focus: specific language points
Summary of research into homework n 4 main types of homework (Freiberg and Driscoll, 2000( – rehearsal (repetitive practice( – preparation (e. g. pre-reading( – review (transfer of skills to new situations( – integration (e. g. project work(
Summary of research into homework n Actual use of homework (North and Pillay, 2000( – Teachers perceive main purpose of homework as practice – Teachers most commonly assign grammar practice exercises
Summary of research into homework n Consequences of standard homework practices (Calzoni, 2003; Warwick and Jeffrey, 2003( – Students find homework one of the least enjoyable aspects of courses – Students especially dislike practice exercises – Students believe homework does not help their learning much
Summary of research into homework n Directions to improve homework (Cole and Chan, 1987; Stern, 1997( – Homework should encourage reflection – Teachers need to plan homework carefully – Teachers must give feedback on homework – Students should be involved in deciding on homework
Summary of research into homework n Homework, parents and the community (North and Pillay, 2002; Lazear, 2000; Stern, 1997( – Teachers rank involving parents with homework as a low priority – However, parents should be involved, especially in applying school learning to real situations – Parents can help with space and time for homework – Parents should be supportive, not competitive – Where possible, homework should be integrated with the community (e. g. NGOs, visits to museums, factories etc(.
Summary of research into homework n Innovative homework practices (Stern, 1997( – Integrating homework with what students want to do • Analysing camera angles while watching a TV concert • Comparing TV soap operas with real life – )e. g. no-one goes to the toilet, no swearing(
Conclusions about homework n n n Reduce reliance on grammar practice Assign innovative tasks Involve students and parents in homework
Autonomous CALL n n Motivation: learner works voluntarily Resource: CALL resources Task: Internet, CMC Focus: meaningful English use
Types of CALL n n Multimedia CALL software Language exercises on the Internet Knowledge resources on the Internet Computer-mediated communication (CMC( n )cf. Linder, 2004(
Characteristics of CALL n Multimedia software and Internet exercises – closed-ended – meaningless – language-focused n Internet resources and CMC – open-ended – meaningful – content-focused
Teachers’ assignments of CALL n n n Teachers want learners to focus on English Teachers want learners to acquire specific language points Teachers assign multimedia software and Internet exercises
Learners’ autonomous use of CALL n n n Learners want to fulfill real-world tasks Learners want to focus on content Learners use Internet resources and CMC
Conclusions about autonomous CALL n n If learners are learning autonomously, they will focus on meaningful content-oriented CALL Will learners learn any English from this?
How to learn outside the classroom n n n If homework consists of innovative tasks not focused on language practice, and if autonomous CALL is contentfocused, then how can we be sure that learners will learn anything?
Types of autonomous learning n n n Self-instruction: learning is deliberately planned Naturalistic learning: unintentional engagement with English and incidental learning Self-directed naturalistic learning: learners seek naturalistic situations that can help English learning n )Benson, 2001(
Types of autonomous learning n n n If self-instruction, learners may engage in language-focused tasks For all types of autonomous learning, learners are more likely to engage in content -focused tasks Still need to consider how to promote language learning in content-focused tasks
Theories of learning n Child development theories (e. g. Piaget( – Not relevant to older students n Classroom-oriented theories (e. g. scaffolding, data -driven learning( – Not relevant to autonomous learning n Traditional broad theories (e. g. behaviourism, constructivism( – Learners need feedback (problem with open-ended tasks(
Learning orientations n Attention, noticing, awareness – Language learners need to: • pay attention to input • pay particular attention to whatever aspect of the input is of special concern • look for clues to why English speakers say what they say • if a generalised principle cannot be identified, focus on specific instances in specific contexts – )Schmidt, 1995(
Applicability to autonomous learning n n n Exposure to language is not sufficient Attention and noticing can help learning Noticing is possible without a teacher BUT is noticing innate or is it learnt? If it is learnt, do teachers need to train learners in noticing to promote lifelong learning? How can such training be conducted?
Guidelines for noticing n Use checklist of questions to guide noticing of new language – Where did you see/hear the new language? – Who wrote/said it to whom? – What happened before it was shown/said? – What happened afterwards? – What do you think the new language means? – )Adams, 2001(
Conclusions about learning outside class n n n Need to consider learners’ motivations, available resources and tasks, and learning focuses Teacher-assigned learning should lead towards autonomous learning Tasks should be open-ended, meaningful and content-focused
Conclusions about learning outside class n n Parents should be involved Teachers can help students prepare for autonomous learning by promoting attention and noticing
- Advantages of learning outside the classroom
- Advantages of learning outside the classroom
- Hanging sign problem physics
- Difficult airway ppt
- Power in looking for richard
- Smart classroom vs traditional classroom
- Cuadro comparativo entre e-learning b-learning y m-learning
- Richard stewart family learning centre
- Classroom strategies for interactive learning
- Hình ảnh bộ gõ cơ thể búng tay
- Lp html
- Bổ thể
- Tỉ lệ cơ thể trẻ em
- Voi kéo gỗ như thế nào
- Tư thế worms-breton
- Chúa yêu trần thế
- Các môn thể thao bắt đầu bằng tiếng bóng
- Thế nào là hệ số cao nhất
- Các châu lục và đại dương trên thế giới
- Cong thức tính động năng
- Trời xanh đây là của chúng ta thể thơ
- Cách giải mật thư tọa độ
- Phép trừ bù
- Phản ứng thế ankan
- Các châu lục và đại dương trên thế giới
- Thể thơ truyền thống
- Quá trình desamine hóa có thể tạo ra
- Một số thể thơ truyền thống
- Cái miệng nó xinh thế
- Vẽ hình chiếu vuông góc của vật thể sau
- Thế nào là sự mỏi cơ
- đặc điểm cơ thể của người tối cổ