Meaning-Focused Input with Compensatory Strategies for Non-native English Speaking Teachers in Young Learners’ English Classes
1
조회
0
다운로드
1
인용
0
참고문헌
키워드
초록
A key issue in English education for teachers or non-native TEE (Teaching English in English) teachers in young learners’ English classes is children’s short concentration span. Through a survey of the relevant literature, this paper suggests two traits of meaning-focused input for dealing with the concentration issue: the input should be interesting and understandable, and the provision of meaning-focused input should be effective. Using the keyword “kindergarten and English”were used to find appropriate videos via Google and on YouTube; these videos were used as data for this study. Using video analysis, this research investigates what types of strategies are actually available in kindergarten English classes. After videos of 20 kindergartens with 300 students were collected, teachers’ input and students’ output strategies were evaluated by a classification scheme based on Dörnyei’s (1995) compensatory strategies. The results showed that prefabricated patterns, repetition, and non-linguistic signals were the most frequently used strategies. The results also showed that teachers’input consisted of simple patterns of classroom English and two- or three-word sentences. Furthermore, it was shown that repetition occurred through prefabricated patterns, and teachers’ non-linguistic signals assisted students in understanding teachers’ input.
Abstract
A key issue in English education for teachers or non-native TEE (Teaching English in English) teachers in young learners’ English classes is children’s short concentration span. Through a survey of the relevant literature, this paper suggests two traits of meaning-focused input for dealing with the concentration issue: the input should be interesting and understandable, and the provision of meaning-focused input should be effective. Using the keyword “kindergarten and English”were used to find appropriate videos via Google and on YouTube; these videos were used as data for this study. Using video analysis, this research investigates what types of strategies are actually available in kindergarten English classes. After videos of 20 kindergartens with 300 students were collected, teachers’ input and students’ output strategies were evaluated by a classification scheme based on Dörnyei’s (1995) compensatory strategies. The results showed that prefabricated patterns, repetition, and non-linguistic signals were the most frequently used strategies. The results also showed that teachers’input consisted of simple patterns of classroom English and two- or three-word sentences. Furthermore, it was shown that repetition occurred through prefabricated patterns, and teachers’ non-linguistic signals assisted students in understanding teachers’ input.
참고문헌 (52)
- Angelillo, C., "Examining shared endeavors by abstracting video coding schemes with fidelity to cases, In Video research in learning", pp.189~206 (2007), Erlbaum
- Brigid, B., "Analyzing data derived from video records" (2007), The Data Research and Development Center
- Bruner, J., "Actos de Significado. Má alláde la Revolució Cognitiva" (1991), Alianza Editorial
- Celce-Murcia, M., "Direct approaches in L2 instruction: A turning point in communicative language teaching?", TESOL Quarterly, 31(1), pp.141~152 (1997)
- Deci, E., "Intrinsic motivation" (1975), Plenum Press
- Dönyei, Z., "On the teachability of communication strategies", TESOL Quarterly, 29(1), pp.55~84 (1995)
- Dönyei, Z., "Motivation in second and foreign language learning", Language Teaching, 31, pp.117~135 (1998)
- Dönyei, Z., "Motivational strategies in the language classroom." (2001), Cambridge University Press
- Dönyei, Z., "Teaching and researching motivation." (2001), Pearson Education
- Dönyei, Z., "The psychology of the language learner : Individual differences in second language acquisition." (2005), Lawrence Erlbaum Associates
- Dönyei, Z., "Motivation and second language acquisition" (2001), University of Hawaii at Manoa
- Dönyei, Z., "Individual differences in L2 learning, In The handbook of second language acquisition", pp.589~630 (2003), Blackwell Publishing
- Erickson, F., "Definition and analysis of data from videotape: Some research procedures and their rationales, In Handbook of complimentary methods in education research", pp.177~205 (2006), Erlbaum
- Faerch, C., "Plans and strategies in foreign language communication, In Strategies in interlanguage communication", pp.20~60 (1983), Longman
- Gardner, R., "Attitudes and motivation in second language learning." (1972), Newbury House
- Hu, M., "Unknown vocabulary density and reading comprehension", Reading in a Foreign Language, 13(1), pp.403~430 (2000)
- Kinoshita, H., "Run for your brain’s life", Brainwork, 7(1), pp.8~ (1997)
- Maslow, A., "Motivation and personality(2nd ed. )." (1970), Harper & Row
- Moskowitz, G., "Interaction analysis a new modern language for supervisors", Foreign Language Annals, 5, pp.211~221 (1971)
- EFL listening and speaking., "Teaching ESL", pp.2008, Nation, I. S. P.
- Schmitt, B. D., "Your child’s health." (1999), Bantam Books
- Snow, C. E., "Talking to children : Language input and acquisition" (1977), Cambridge University Press
- Spolsky, B., "Anniversary article: Language motivation revisited", Applied Linguistics, 21, pp.157~169 (2000)
- Vysotsky, L. S., "Thought and language" (1978), MIT Press
- Weiner, B., "An attribution theory of motivation and emotion" (1986), Springer