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From Task-Based to Story-Based Language Learning: Teaching Beginning Mandarin

From Task-Based to Story-Based Language Learning: Teaching Beginning Mandarin through Dramatizations of Chinese Fables James P. Zappen, Sui Duan, and Fanruo Zhang Rensselaer Polytechnic Institute 3rd Annual Chinese Language Education Forum November 10-11, 2012.

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From Task-Based to Story-Based Language Learning: Teaching Beginning Mandarin

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  1. From Task-Based to Story-Based Language Learning: Teaching Beginning Mandarin through Dramatizations of Chinese Fables James P. Zappen, Sui Duan, and Fanruo Zhang Rensselaer Polytechnic Institute 3rd Annual Chinese Language Education Forum November 10-11, 2012

  2. From Task-Based to Story-Based Language Teaching 1. Task-Based Language Teaching a. Develop Target Tasks (“real-world” activities with tangible outcomes) b. Develop Pedagogic Tasks (classroom practice/preparation) c. Assess Students and Evaluate Program 2. Story‐Task‐Story-Based Language Teaching b. Select and Formulate Stories b. Select and Categorize Target Tasks c. Select and Formulate Pedagogic Tasks d. Incorporate Pedagogic/Target Tasks into Stories e. Evaluate Course Outcomes 3. Dramatizations of Chinese Fables as an Approach to Storytelling a. Develop Required Vocabulary b. Offer Opportunities for Creative Improvisations c. Rehearse and Perform Stories before a Live Audience

  3. Traditional Task-Based Language Teaching “Conduct task-based needs analysis to identify target tasks. Classify target tasks into target task types. Derive pedagogic tasks. Sequence pedagogic tasks to form a task syllabus. Implement syllabus with appropriate methodology and pedagogy. Assess student achievement using task-based, criterion-referenced, performance tests. Evaluate program.” Long, M. H. (2000). Focus on form in task-based language teaching. In R. D. Lambert & E. Shohamy (Eds.), Language policy and pedagogy: Essays in honor of Ronald Walton (pp. 179-192). Philadelphia/Amsterdam: John Benjamins Publishing Company, 186.

  4. Task Sequencing: From Target to Pedagogic Tasks Long, M. H. (2000). Focus on form in task-based language teaching. In R. D. Lambert & E. Shohamy (Eds.), Language policy and pedagogy: Essays in honor of Ronald Walton (pp. 179-192). Philadelphia/Amsterdam: John Benjamins Publishing Company, 186-87.

  5. Stories as Narrative Frameworks for Tasks Use stories as the embodiment of cultural traditions and values to give depth and breadth and meaning to task-oriented behaviors: “1. Achievement culture: the hallmarks of a civilization. 2. Informational culture: the kinds of information a society values. 3. Behavioral culture: the knowledge that enables a person to navigate daily life.” Walker, G. (2010). Performed culture: Learning to participate in another culture. In G. Walker (Ed.), The pedagogy of performing another culture (pp. 1-20). Pathways to Advanced Skills 12. Columbus, Ohio: National East Asian Languages Resource Center, Ohio State University, 13.

  6. Stories as Schematic Narrative Templates Use stories as templates for improvisation: Action Hero Template: “A hero ventures forth from the world of common day into a region of supernatural wonder: fabulous forces are there encountered and a decisive victory is won: the hero comes back from this mysterious adventure with the power to bestow boons on his fellow man.” Campbell, J. (1949). The hero with a thousand faces. Bollingen Series 17. New York: Pantheon Books, 30. Aesopian Fable Template: A conflict between positive, implied, neutral, or negative actors with a moral as the essential and indispensable element. Jędrzejko, P. (1996). The deep structure of narrative element in Neoclassical fable. StudiaAnglicaPosnaniensia, 30, 169-182, 172, 174-76.

  7. Story-Based Teaching: From Stories to Tasks to Stories Select stories widely known within the culture and potentially engaging for students. Select target tasks relevant for undergraduate (mostly science and engineering) students. Select appropriate pedagogic tasks as preparation for execution of the target task. Incorporate components of the pedagogic and target tasks into the stories. Incorporate technology as appropriate (e.g., Twitter, YouTube, etc.) Rehearse and present the stories in dramatic form before a live audience of native speakers. Maintain flexibility and adapt as learners progress.

  8. Selection of Stories: Ancient Chinese Fables “Master Dong Guo and the Wolf” “Buying the Case and Returning the Pearl” “The Spear and Shield” THE MAN WHO SOLD SPEARS AND SHIELDS In the state of Chu lived a man who sold shields and spears. “My shields are so strong,” he boasted, “that nothing can pierce them. My spears are so sharp there is nothing they cannot pierce.” “What if one of your spears strikes one of your shields?” someone asked him. The man had no answer to that. Moral: One should not contradict oneself.

  9. Selection of Target Task: Employment Interview Purpose: To Demonstrate Basic Knowledge of Chinese as a Condition for Employment Possible Conversational Exchanges: Exchanging greetings Introducing oneself Telling about one’s background Telling about one’s college and major Telling about one’s activities and interests Saying goodbye

  10. Selection of Pedagogic Tasks (1) Purpose: To Prepare for Execution of Target Task Sample Conversational Exchanges: Exchanging greetings and inquiring about the weather Asking about one another’s nationality Asking whether one is busy or not Introducing oneself and others Asking the whereabouts or location of someone or something More . . .

  11. Selection of Pedagogic Tasks (2) Purpose: To Prepare for Execution of Target Task Sample Conversational Exchanges: Inviting others to share an activity or interest Exchanging information about one another’s college and major Inquiring about each other’s family Making purchases in the market and using numbers Sharing likes and dislikes

  12. Beginning Chinese Language Teaching Goals Incorporate literary and cultural understandings into basic language instruction. Engage learners in an active experience with literary and cultural understandings through storytelling. Incorporate task-based approaches to language teaching, including both target and pedagogic tasks. Develop a seamless transition from task-based to story-based activities, in the form of dramatizations of ancient Chinese fables. Proceed from identification of appropriate stories to identification of appropriate target and pedagogic tasks to dramatizations of the stories.

  13. Beginning Mandarin Class Spring 2012 Eight-week class Seven students, with minimal exposure to the Chinese language One instructor, one assistant instructor Six volunteer undergraduate student mentors, all native speakers A standard textbook and workbook: New Chinese Practical Reader 1, 2010 Two computer classrooms, with Internet, YouTube and Twitter access A Mandarin Corner Video-production facilities

  14. Performance of Pedagogic Tasks View video conversations. Observe instructor-assistant instructor reenactments of the conversations. Repeat the conversations, one student to another. Revise and enhance the conversations, as preparation for the target task. Reenact the conversations as mini-performances before the class, as preparation for the dramatization of the fables. Practice in class with the assistant instructor and a student mentor (both native speakers, one man, one woman) Practice out of class with student mentors (native speakers, approximately one per student)

  15. Mandarin Corner: Execution of Target Task Preparation: Prepare setting suitable for social exchanges and employment interviews. Invite Mandarin Club members to participate. Publicize event as open to campus community. Student Activities: Upon arrival, greet native speakers (approximately 20), practice greetings and exchanges of information. Interview with three experienced native speakers. Visit with Mandarin Club guests.

  16. Dramatization of the Fables Preparation: Select students on the basis of ability. Select YouTube video backgrounds and arrange for video recording of the dramatizations. Make props and borrow Chinese costumes. Publicize event and invite Mandarin Club members. Student Activities: Develop necessary vocabulary. Practice script, incorporate conversations from the pedagogic and target tasks, incorporate Twitter messages, improvise. Rehearse with instructor and assistant instructor. Present dramatizations for Mandarin Club guests.

  17. Illustration of Task Sequencing (1) Exchanging Information or Opinions Pedagogic Task (Exchange requests for information or opinions.) 你觉的今天天气好吗？ How do you like the weather? 我喜欢这个天气。你呢？ I think it is very good, and how do you like it? 你喜欢这本书吗？ Do you like this book? 这是一本好书。我喜欢，你呢？ I believe this is a good book. What do you think? More . . .

  18. Illustration of Task Sequencing (2) Exchanging Information or Opinions. Target Task (Respond to questions during the Mandarin Corner interview.) Interviewer: 请问你叫什么名字？ May I know your name? Student: 我叫JANE。你呢？ My name is Jane, and my family name is Jones, and yours? Interviewer: 我叫HUA。Myname is Hua, and my family name is Chen.

  19. Dramatization of “The Spear and Shield” (1) Seller: Take a look. I’m selling good old stuff. This spear is very nice. This is a very good spear. Do you like this spear? Buyer 1: Yes, it’s very good. I like it very much. Let me take a look. Seller: This spear is very good. Buyer 1: [Jabs with spear.] Seller: This spear is very good. It can pierce through anything. Buyer 2: Do you often come here? Seller: Yes, I often come here. Buyer 3: May I ask, do you have a master? Seller: Yes, I have a master. Buyer 3: Who is your master? Seller: My master is Jackie Chan. Buyer 3: Jackie Chan is a good, respectable master. More . . .

  20. Dramatization of “The Spear and Shield” (2) Seller: I am selling this shield also. This shield is also very good. Buyer 1: Let me take a look. Seller: This shield is also very good. Nothing can pierce through it. Buyer 2: Are you a college student? Seller: Yes, I am a college student. Buyer 2: What do you study? Seller: I study biology. Buyer 3: Where is your college located? Seller: My college is in Troy, New York. Buyer 3: How is Troy, New York? Seller: Troy, New York is a very interesting place. Buyer 1: What country are you from? Seller: I am American. More . . .

  21. Dramatization of “The Spear and Shield” (3) Buyer 1: I am also American. Seller: Very good. Buyer 3: Do you often come to sell the spear and the shield? Seller: I do not often come here [to sell the spear and the shield]. Buyer 1: What is going to happen when you try to penetrate the shield with the spear? Buyer 4: Yes, what is going to happen? Seller: What is going to happen if I try to penetrate the shield with the spear? This is a very good question. I am going to text message to my master, and then I will be able to give you an answer. Seller [Text Message]: I am Mary, there is a problem . . . Twitter: Whoops, you already tweeted that. . . . End

  22. Student Comments on Story-Task-Story Experience Self-Reports of Progress in Spoken/Written Mandarin Interactions with native speakers: “more personal,” “most helpful,” “very helpful,” “super useful,” “immersive,” “invaluable” Dramatizations: “made me work without reference material,” “made me think about how to improvise and use what was learned during the class,” “made me learn phrases and how they are actually used in conversation,” “very fun,” with “room for improvisation,” “the pressure made me work harder,” “No. I like to learn with structure.”

  23. Dramatization of “The Spear and Shield” Video

  24. References: Task-Based Language Teaching Doughty, C. J., & Long, M. H. (2003). Optimal psycholinguistic environments for distance foreign language learning. Language Learning & Technology, 7(3), 50-75. Retrieved July 20, 2012, from http://llt.msu.edu/vol7num3/pdf/doughty.pdf Ellis, R. (2003). Task-based language learning and teaching. Oxford Applied Linguistics. Oxford: Oxford University Press. Lai, C., & Li, G. (2011). Technology and task-based language teaching: A critical review. CALICO Journal, 28(2), 498-521. Retrieved July 20, 2012, from https://calico.org/memberBrowse.php?action=article&id=864 Long, M. H. (2000). Focus on form in task-based language teaching. In R. D. Lambert & E. Shohamy (Eds.), Language policy and pedagogy: Essays in honor of Ronald Walton (pp. 179-192). Philadelphia/Amsterdam: John Benjamins Publishing Company. Nunan, D. (2004). Task-based language teaching. Cambridge Language Teaching Library. Cambridge: Cambridge University Press.

  25. References: Performance-Based Language Teaching Ren, J., & Wainwright, L. (2007). Classroom drama teaches networking in China and America. Journal of the Chinese Language Teachers Association, 42(2), 77-83. Walker, G. (2010). Performed culture: Learning to participate in another culture. In G. Walker (Ed.), The pedagogy of performing another culture (pp. 1-20). Pathways to Advanced Skills 12. Columbus, Ohio: National East Asian Languages Resource Center, Ohio State University. Walker, G., & Noda, M. (2010). Remembering the future: Compiling knowledge of another culture. In G. Walker (Ed.), The pedagogy of performing another culture (pp. 22-50). Pathways to Advanced Skills 12. Columbus, Ohio: National East Asian Languages Resource Center, Ohio State University. Yang, J. P. (1993). “Kissinger went to China to drink tea”: Collaborative storytelling in beginning Chinese. Journal of the Chinese Language Teachers Association, 28(1), 13-24.

  26. References: Story-Based Language Teaching Assmann, J. (2010). Communicative and cultural memory. In A. Erll & A. Nünning (Eds.), A companion to cultural memory studies (pp. 109-118). Berlin/New York: Walter de Gruyter. Bartlett, F. C. (1932). Remembering: A study in experimental and social psychology. The Cambridge Psychological Library. Cambridge: Cambridge University Press. Campbell, J. (1949). The hero with a thousand faces. Bollingen Series 17. New York: Pantheon Books. Jędrzejko, P. (1996). The deep structure of narrative element in Neoclassical fable. StudiaAnglicaPosnaniensia, 30, 169-182. Straub, J. (2010). Psychology, narrative, and cultural memory: Past and present. In A. Erll & A. Nünning (Eds.), A companion to cultural memory studies (pp. 215-228). Berlin/New York: Walter de Gruyter. Wertsch, J. V. (2002). Voices of collective remembering. Cambridge: Cambridge University Press.

  27. References: Textbooks and Source Materials New practical Chinese reader 1: Textbook. (2010). 2nd ed. Beijing Language and Culture University Press. 新实用汉语课本, 第二版，刘珣,北京语言文化大学出版社，2010 New practical Chinese reader 1: Workbook. (2010). 2nd ed. Beijing Language and Culture University Press. 新实用汉语课本, 综合练习册, 第二版, 刘珣, 北京语言文化大学出版社, 2010 Buying the case and returning the pearl. HanFeizi, Waixushuozuoshang. By Han Feizi (281 BC-233 BC), 买椟还珠韩非子 《韩非子·外储说左上》 前281年-前233年 Master Dong Guo and the wolf. Zhongshan Wolf. By Ma Zhongxi (1446-1512), Ming Dynasty, 东郭先生和狼马中锡 （1446～1512） 明 《中山狼传》 The spear and shield. HanFeizi, Nanyi, Chapter 36. By Han Feizi (281 BC-233 BC), 自相矛盾韩非子 《韩非子难一第三十六》 前281年-前233年

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