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Ken Urano (Hokkai- Gakuen University) urano@ba.hokkai-s-u.ac.jp

NELEC Annual Convention 2009 @ Nagano National College of Technology October 31, 2009. Ken Urano (Hokkai- Gakuen University) urano@ba.hokkai-s-u.ac.jp. Methodological Principles for Language Teaching And Senior High School English Classrooms: Looking back at Past Demonstration Lessons.

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Ken Urano (Hokkai- Gakuen University) urano@ba.hokkai-s-u.ac.jp

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  1. NELEC Annual Convention 2009 @ Nagano National College of Technology October 31, 2009 Ken Urano (Hokkai-Gakuen University) urano@ba.hokkai-s-u.ac.jp Methodological Principles for Language TeachingAnd Senior High School English Classrooms:Looking back at Past Demonstration Lessons

  2. 1. Outline • Introduction to methodological principles • Examples from past demonstration lessons • Discussion

  3. 2. Methodological principles • Methodological principles (MPs) are : • universally desirable instructional design features • motivated by theory and research findings

  4. MPs 1-4

  5. MPs 5-9

  6. MP 10

  7. 3. Demonstration lessons 1. Ms. Nagashima’s lesson at Ueda Someya SHS Scene: Reasons to learn English Synopsis: Ms. Nagashima shows the main text (poem) for the first activity and tells students to think about their own reasons why they learn English. Part one: 0’00”-4’50”

  8. Transcript for 1’17”-2’16” • OK. So, from today, I would like to start learning a new lesson. • Lesson one, lesson one. • And first of all, I gave this handout. Please look at this one. OK. • You have XXXXX. OK. • First of all, I would like to introduce ... a poem, a poem that I wrote. • That is a poem that I wrote ... this is the poem I wrote. • The title is “the reason why I learn English.” • And I once introduced this poem to you, but I have been thinking why I have been learning English for (a) long time. • And I changed some parts. OK? • So this is kind of revised, changed one. OK? • So please listen to my reading. • This is ... these are the reasons why I learn English. OK? Please listen.

  9. Relevant MPs • MP3: Elaborate input. • Authentic texts are sometimes too difficult. • Using them will often lead to non-communicative teaching (e.g., explanation of grammar rules; translation). • Therefore, some changes are needed. • Simplified texts are easier than the original. • But there is nothing new to learn from the input. • Elaborated texts are also easier than the original. • And they keep some new (grammar and/or vocabulary) items.

  10. 3. Demonstration lessons 1. Ms. Nagashima’s lesson at Ueda Someya SHS Scene: Reasons to learn English Synopsis: Ms. Nagashima shows the main text (poem) for the first activity and tells students to think about their own reasons why they learn English. Part two: 8’38”-15’30”

  11. Relevant MPs • MP9: Promote cooperative/collaborative learning.

  12. 3. Demonstration lessons 2. Mr. Koyama’s lesson at Ueda SHS Scene: Debate: Is the stone structure natural or manmade? Synopsis: Students discuss possible reasons to support their positions. 28’00”-38’30”

  13. Transcript for 32’35”-34’40” • T: OK, now I’d like to ... hear your opinions. • T: Please stand up, Group number 1, 2, 3. • T: First, I’d like to hear ... natural ... • T: the structure was the natural one. • T: はい, anybody who can ... はい Group 3. • S: We have two reason. • T: Oh. • S: First, it’s hard [unclear pronunciation] to think ... • T: Hmm? • S: It ... it’s hard ... • T: It is hard, hard [emphasis on hard]. • S: ... to think that ... there was a civilization that was able to make. • T: え？最後は？ (laughter) • S: ... that was able to make.

  14. Transcript for 32’35”-34’40” (continued) • T: Ah, able to make. OK. はい, OK, very good. • S: Second ... (laughter) • T: What is the second reason? いいよ、いいよ、言って. • S: Stay. • T: え？ • S: Second, urrr ... the purpose ... • T: Purpose. • S: ... of this structure is ... to defense ... • T: To defend, you mean? • S: defense from another ... enemy. • T: Defend from ... another enemy. • S: Enemy (laughter) ... だったら (laughter) • S: Another ... structure should ... err ... be ... somewhere. • T: Hmm. Hmm. Ah, should be! • T: Somewhere! Ah. OK! Very good! OK. Great! OK.

  15. Relevant MPs • MP9: Promote cooperative/collaborative learning. • MP6: Focus on form. • The primary focus should be on meaning. • Ss’ attention is briefly shifted to the form. • It will induce “noticing”. • MP7: Provide negative feedback. • Negative feedback is the T’s response to a learner error. • Types of negative feedback: • clarification request, repetition of error, recast, explicit correction

  16. 4. Discussion • Good points • Teachers’ use of English (input) [MP4] • Primary focus on meaning • Some (but not too much) attention to form [MP6, MP7]

  17. 4. Discussion • Room for improvement • More elaboration [MP3] • Close attention to learner utterances [MP6, MP7]

  18. Closing remarks

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