how to teach reading and writing skills using data-driven ... · the german-english intersect...
TRANSCRIPT
How to Teach Reading and Writing Skills Using Data-Driven Learning:
the Case of Japanese Upper Graders of Elementary School
DDL������������: �������
����4� ����
2
Introduc)onü 2020G�-')*����D���9��2B�;+/1+G�6.�BF���
ü I(<�>+/�1/�0 ����8O�M4@�2BJK��&��"$%�#!=:
ü 3C�N������,H�+7����2?
ü data-driven learning (Johns, 1991)�A ���������
ü EL�;+/-'�DDL!�����5�F���P��
3
Literature Review Part 1DDL�#�
������������������ ������ �����$����� (!", 2008)
Leech (1997)the indirect use of corpora in teachingthe direct use of corpora in teaching*further teaching-oriented corpus development
1. teaching about2. exploiting to teach3. teaching to exploit←DDL
4
Literature Review Part 1DDL�/*1" &(discovery learning)������S.������,(�1"���#��+ &04�&.����
1"(iden6fy)-35(classify)-�2�(generalize)(Johns1991)
3Is: Illustra6on(%6,$)―Interac6on(%6�!-)―Induc6on(%6�������)')73Ps(Carter&McCarthy�1995�p.155)
“any materials included in the school syllabus need to fit in with theoverall language curriculum” (Braun , 2007, p. 308)
5
Literature Review Part 1��(Gaëtanelle and Granger 2013)1.�brings authenticity into the classroom�2.�has an important corrective function�3.�an element of discovery which arguably makes learning more motivating and more fun�
(Boulton 2017)2. DDL reflects current learning theory.3. DDL reflects current psycholinguistic theory.4. DDL reflects current second language acquisition (SLA) research findings.
6
Literature Review Part 1DDL *<,6$ �0!�.-'�DDL ,H
���� #�ED����?4(;B2003)����5F��� (�(, 2015)I��������?4)D�����ED�%&2@ED����/C2@
JED(-)�����4����������3�.�"
KA9����?471�.->:���8+�=G
7
A CASE FOR USING A PARALLEL CORPUS AND CONCORDANCER FOR BEGINNERS OF A FOREIGN LANGUAGE (Elke St.John 2001)
�The German-English INTERSECT corpus (Salkie, 1995) which was used for this study has about 800,000 words
The corpus includes a variety of text types including spoken language
�9 tasks
�student with his main subject in linguisWcs
had just finished his first year at university studying linguisWcs with German as a subsidiary subject.
had already completed one year of German at university (3 hours a week)
had no knowledge of German before studying the language at universityThe student was one of the best students in his year and fond of grammar
Literature Review Part 1
8
C d SCoRE DDL( e 2018)
SCoREB B
g 30I
116 (CEFR A1)1 46
CT O
Literature Review Part 1
9
$�"4N5-B(DDL)�.[��D-:��VY-B���X(T(K 2019)]SCoRE�0���DDL&�� �%�beO=�)SN>�V;J�E\�<��'��1���^40U/�@H5V��10V_D-�QF3-3117Z���6GAC�80Z
72+L1) DDLVY-B�I9#!%�?P�VY\,MW* �2) DDLVY-B��?P������R8������
Literature Review Part 1
Literature Review Part 1
DDL →effec(ve for learners to learn vocabulary and gramar
→also effec(ve for beginning-level learners• effect on grammar understanding and reten(on• regarded as a fun learning method
10
What should be considered when introducing DDL especially to beginning-level learners?The considera-ons which have par-cular relevance to introducing DDL to beginninglevel learners:1. Corpus
→ Review Part 2
2. User→ Review Part 2
3. Purpose→Analysis of Learning Stages and DDL/ Analysis of the Course of Study
11
12
• Corpus1. Difficulty of making sense of corpus data
Ø Need to reduce the difficulty of corpus dataØ Need user-friendly tools
2. Paper-based DDL or computer-based DDLØ Desirable to use computer and paper-based approach
simultaneously3. Divergent type or Convergent type
Ø Need to make some adjustments for discovering activities
• User1. How much training is required?
Ø Need to switch from a deductive to inductive approachØ Need to make environment for using a corpus
sophisticatedly and autonomouslyØ Need to be well motivated
Review Part 2
Analysis of Learning Stages and DDL
R.Q.Which part of the learning stage is relevant to and likely to be affected by DDL?
Resources:Tanaka, Masaki & Yokoyama (2013) and Muranoi(2006)
13
Analysis of Learning Stages and DDL
Item learning and system
learning
item learning system learning
Entire words and sentences Imitative ↑
Learning expressions as items
Grammar understanding, Logical thinking
Descriptive ↑
Learn expressions analytically ↓ ↓
Piaget's Developmental Stage in School Age
Operating period (7-11 years old) Formal period (11 years old-) • In a specific situation, the concept of
preservation holds. • Decentered thinking becomes possible. • The concept of reversibility,
complementarity, and identity can be understood.
• Enables logical thinking beyond concrete events • Can manipulate abstract concepts • Deductive thinking based on "if"
Figure 1. Relationship between learning method and developmental stage (Based on Tanaka et al., 2013)
14
Analysis of the Course of StudyR.Q.What are the goals in the upper grades of elementaryschool, and what ac:vi:es are likely to be be>er if DDL isan integral part of English language teaching at elementary school level?
Resources:• Chapter 4 Foreign Language Ac:vi:es: Ministry of Educa:on (2008)• Chapter 2 Subject Sec:on 9 Foreign Language: Ministry of Educa:on (2008)• The Course of Study for Junior High School (No:fica:on in Heisei 29) (2017)• The Course of Study for Elementary School (No:fica:on in Heisei 29) (2017) • September 21, 2017 New teaching materials briefing materials Material
2(2017)
15
16
Foreign language activities in elementary schoolEnglish classes as a formal school subject in elementaryschool
English classes as a formal school subject in junior highschool
current
��V�]z�TV�*���o��g>�<S�8�l
D1>������¡������p�{�!��K$��
�l��V�c���/>�P;�"�Ry�|�t�l�
����¡���M�G��fpm
��V�]z�lTV�*���{�<S�8�lD1>
������¡������p�{�!��K$���lJvx
�lU{x�lW�x�l.vx���������¡���M
��B�fpm
k��V��������¡����rw�Q+ Hq+��
s|¢��V���Jvx�¢U{x��TV7��]y�¢
�����¡������G����YZ M�3��r�K
${�x��?({m
��V��������¡����rw�Q+ Hq+��s
|¢��V���Jvx�¢W�x�¢U{x�¢.vx��T
V7��]y�¢�����¡�������B���YZ M
�3��r�K${�x��?({m
��V��������¡����rw�Q+ Hq+��s
|¢��V���Jvx�¢W�x�¢U{x�¢.vx��T
V7��]y�¢F�����Hq���<Sy~�P;y
~��q��~�{������¡������YZ M�
3��r�K${�x��?({m
hk��V�]y�¢TV�*���o��g>�<S�
8�¢,/V���V��c��_oE�4�v����¢
��V�c���/>�P;�"�Ry��p�{�m
hk��V�c��*�¢V�¢P;¢*2^¢TV��
u����o�¢,/V���V��_o�4�u¢x��
�AX�<S{�����¢W�x�¢.vx��"�Ry
�¢Jvx�¢W�x�¢U{x�¢.vx�����a����
��¡����ro�7=�u��B>�&M�[��w�
�p�{�m
h ��V�c��V�¢P;¢*6¢TV��u���<S{�����¢x���AX�¢Jvx�¢W�x�¢U{x
�¢.vx�����a������¡����ro�7=�u
�&M�[��w��p�{�m
ik[\�F���0��o�¢��V�Jo~�Uy~�
y�N�Hq�4'�����q�p�G��fpm
ik�����¡����Op?>��b¢:5����z
�¢[\�F���0��o�¢Jo~�Uy~�{����
�¢c�� �"�Ry����V�V���/>�
P;�)9y�t�W���¢Vd� Xy�t�.o~�
y�¢N�Hq�4'�����q�px�t�u��B
>��fpm
i �����¡����Op?>��b¢:5����z�¢,�>�Ue�C�>�Ue��o�¢��V�F��
���Hq���<Sy~�¢x���7=y�P;y~�
�q��~�{�x�t�u��fpm
jk��V�]y�¢TV�}�L-�n�*���{�<
S�8�¢@%�`#y�t�¢��>���V�=o��
����¡������p�{�!��fpm
jk��V�L-�n�*���{�<S�8�¢�I�
`#y�t�¢��>���V�=o������¡����
��p�{�!��fpm
j ��V�L-�n�*���{�<S�8�¢Ju%¢W�%¢Uy%¢.u%�`#y�t�¢��>���V�
=o������¡������p�{�!��fpm
new
Analysis of the Course of StudyTable 1. Differences regarding goal theory (foreign language)
17
Table5. Differences regarding evaluation theoryD
ID$��m���w>�`T=oE*@auF^j[i\uUD IDk`D
JD$��m���w ]^j[i\uUR6?S3<m��m;>w%puH$��m
�������w>�`T=xdt YctauUDJD�w�1l:Bw�>`k[s YctauUD
KD$��m���w>�`T=o^j[i\uUDKD V�<G�9G,+<Wm�m<Al"�\TE��)FU�w�1l0�au�w Y
ctauUD
LD$��m���w ]^j[i\uUDLD��mr_qCYlfYh�w�1l<Aw�>`k[s YctauUR6?S<A
q<j<m tl#�`h \aH�w�1l<Aw�>`k[s YctauUD
MD��ln@[Xu^jl"g]UR6?S��m@l"g]Hz�}y~{|m��l
n@[Xu^jl"�YctTE��)FDMD�w�1l<Aw�>`k[s YctauUD
NDbvsE#D��q4\cY��lfYh2Yct8ect`c^jFw \a j
[i\uUDND��q-��.lfYhT2Yct=xdtau^j[i\uUD
OD/�k<�w \a^j[i\uU/�k<�w�&`k[s=xdtauUR6
?S��m@l�v7`oH/�k<�w=xdt \`ctauHz�}y~{|
m��m@l�v7`oUD
O �w�1l<Aw�>`k[s YctauUR6?SD�w�1l<Aw�>`k[s
YctauUD
PD/�k<�w \a^j[i\uU/�k<�w�&`k[s=xdtauUDP Zvc3<w�&`k[s=xdtT�w�1l<j<m tl#�`k[s Y
ctauUD
QD/�k<�q5'w \a^j[i\uUDQ ��!($lfYh ZvhYu3<w�&`k[s=xdtauUR6?S Zvh
Yu3<w�&`k[s=xdtauUD
D
�
Analysis of the Course of Study
Analysis of the Course of Study
3. Purpose
a. Aiming to provide guidance according to actual situa6ons and focus on connec6on between voice and text
b. Be able to read and write uppercase and lowercase le<ers of the alphabet as of the fi?h grade of elementary school
c. 6th grade students understand the meaning of simple wordsand expressions so that they can copy them
d. To be able to observe sentences analy6cally and write themwith awareness of word order
18
19
Jj��a. f]�qQ�F���Gu�1),3�N�xy�n�%��$��b. 5�t�'?7&9/3�{�b�m�b%��l��$��c. 6�t�L}�}X �W�D�%�I �g�$��
�o%�v��M^ �Xk%De ��o%l����$��
*�5,a. *�5,2�-�� ��SVb. <�+�7@B4>��0�?c. *B6;�-��a9�,�'8A�.%�c�_��$��d. �UJj%rY��$���`�h�!$~se. JZ(>);=:���\Jjha. E��'8A�.�"O��'8A�.�w#z�$b. *�5,%[���d���_��$���KP%s�$c. D�%[�$
mJZ�DDL%���iR��CH�pT%|r�$����$��
Proposal of DDL Practice
Proposal of DDL Prac-ce
Let’s read!
I like cats.
We have a cat.
His name is pat.
He is in the hat.
I go camping.
My family went to the sea this summer.
I want to join a dance team.
�
�
�
��
�
�
� æ� ����
20
"%.
1�/#)������-�/�
1��$( '�(!�� &3��)
������,��� ������
Figure 2. Screen image of corpus (Author’s creation) �* 0+��2
Limita&on
21
ü DDLHK�) �3W��94�Q1N'��I�/&�� �:CG�A,�*����������
ü 7HRS�F%�B0P�<D����� �.DG�7HRS�F%��8������
ü ?+(>;�J�@(25(L��DDL�VT�����2020L� HK�"!=-:6���!��:E#M$�!OU��!�3��"!�