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Toward Quantifying ‘Communicative ’

Toward Quantifying ‘Communicative ’. Leander Hughes Saitama University Presented at the JACET Kanto 5 th Annual Convention. http://sustainableink.files.wordpress.com. http://jnksystem.exblog.jp/10216734/. The Problem.

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Toward Quantifying ‘Communicative ’

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  1. Toward Quantifying ‘Communicative’ Leander Hughes Saitama University Presented at the JACET Kanto 5th Annual Convention http://sustainableink.files.wordpress.com

  2. http://jnksystem.exblog.jp/10216734/ The Problem How to help learners acquire the most language in the shortest time …and do so as painlessly as possible.

  3. http://ro.wikipedia.org/wiki/Fi%C8%99ier:Old_book_bindings.jpg / ‘Common Knowledge’ No teaching approach is better than any another …except for communicative approaches ...that include some focus on form

  4. 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]

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

  6. ‘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)

  7. Devising Our Experiment Two-way info gap One-way info gap Scripted skit Relax (do nothing)

  8. Measures Before: 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)

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

  10. Problems? Controlling for initial proficiency differences the ‘practice’ effect the teacher Assumptions short-term gain  long-term acquisition Communicative/non-communicative ratio unimportant (Escher, 1960)

  11. Your thoughts are needed!

  12. This PowerPoint: www.saitama-u.ac.jp/ceed/quantifyingcommunicative THANK 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, 181–205. Nikolov, M. & Krashen, S. (1997). Need we sacrifice accuracy for fluency? System, 25, 2, 197-201. Leander Hughes (leanderhughes@gmail.com) http://sustainableink.files.wordpress.com

  13. 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, 181–205. Nikolov, M. & Krashen, S. (1997). Need we sacrifice accuracy for fluency? System, 25, 2, 197-201.

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