Toward Quantifying CommunicativeLeander Hughes

Saitama University

Presented at the JACET Kanto 5th Annual Convention http://sustainableink.files.wordpress.com

The Problem

http://jnksystem.exblog.jp/10216734/How to help learners acquire the most language in the shortest time

and do so as painlessly as possible.

Common Knowledge

http://ro.wikipedia.org/wiki/Fi%C8%99ier:Old_book_bindings.jpg /

No teaching approach is better than any another

except for communicative approaches

...that include some focus on form

http://alluscion.files.wordpress.com/But does CLT really work (better)?Nikolov & Krashen (1997) say YES!

but can we believe them? [N=29]

Kuhlemeier, Mels, & van den Bergh (1996) say yes maybe

[N= 1134 to 1225]

(Rodin, 1902) Research Question

(Rodin, 1902) Do communicative activities lead to significantly greater language gain than non-communicative activities?

Communicative activities require:At least two people both sending and receiving messages in the TL

& directly comprehending those messages(Hughes, 2008, based on Canale, 1983)

Devising Our ExperimentTwo-way info gap

One-way info gap

Scripted skit

Relax (do nothing)

MeasuresBefore: Language aptitude test During: Info-gap performance & language produced

After: Post-test on vocabulary, grammar, and function(s), Attitude toward activity TWICE!

(geneticcuckoo.blogspot.com)

HypothesisThe communicative activity group will score highest on all post-tests (after controlling for language aptitude) (Young Frankenstein, 1974)

Problems?Controlling for

initial proficiency differences

the practice effectthe teacher

Assumptions

short-term gain long-term acquisitionCommunicative/non-communicative ratio unimportant

(Escher, 1960)

Your thoughts are needed!

Leander Hughes (leanderhughes@gmail.com)

http://sustainableink.files.wordpress.comThis PowerPoint: www.saitama-u.ac.jp/ceed/quantifyingcommunicativeTHANK YOU!Canale, M. (1983). From communicative competence to communicative language pedagogy. In J. Richards & R. Schmidt (Eds.), Language and communication. London: Longman.

Hughes, L. S. (2008). A framework for assessing the communicative potential of language learning activities. The Saitama Journal of Language, 1, 19-29.

Kuhlemeier, H., Melse, L., & Bergh, H. van den (1996). Comparison of two German language courses in Dutch secondary education. Studies in Educational Evaluation, 22, 181205.

Nikolov, M. & Krashen, S. (1997). Need we sacrifice accuracy for fluency? System, 25, 2, 197-201.

References (again)Canale, M. (1983). From communicative competence to communicative language pedagogy. In J. Richards & R. Schmidt (Eds.), Language and communication. London: Longman.

Hughes, L. S. (2008). A framework for assessing the communicative potential of language learning activities. The Saitama Journal of Language, 1, 19-29.

Kuhlemeier, H., Melse, L., & Bergh, H. van den (1996). Comparison of two German language courses in Dutch secondary education. Studies in Educational Evaluation, 22, 181205.

Nikolov, M. & Krashen, S. (1997). Need we sacrifice accuracy for fluency? System, 25, 2, 197-201.