CONTRIBUTIONS OF TPRS
1.
Compelling
comprehensible input: a history of compelling CI
2.
Pop-up grammar:
functions of learned grammar = monitor, make input more comprehensible,
appreciation.
a.
using conscious
learning to solve real-world problems
3.
Books for FVR
PROBLEMS
1.
The urge for transparency
2.
The cure: theory
and compelling CI
3.
Targeted grammar
and vocabulary
a.
problems w. targeting:
natural order, contrains interest, review, misses lots of grammar, denial of
i+1
b.
Nontargeted
input: contains i+1, easier to make input compelling, natural review, all rules
eventually included.
c.
Institutional
demands. Cure: share existing research, determine rules acquired from pure CI.
d.
Writing and Timed
Writing: valid, but "washback" effect – can increase confidence in acq
Should we practice writing at all? Doesn't
writing make you smarter?> don't require it.
4.
Output:
forbidden? No. Not forced
a.
speaking helps
indirectly: invites CI
b.
comprehensible
output? Rare in the real world, acquisition without production
c.
when output
doesn't emerge: language shyness
5.
Circling:
Are we just doing ALM (audio-lingual method)?
a.
yes,
at its worst: targeted structure, as "practice," forced output
b.
at
best: confirms comprehension, moves the storu
NEW
FRONTIERS: language classes – fewer constraints on subject matter
1.
Expanding TPR: exercises, especially yoga instruction, self-defense,
dance, magic tricks, juggling, cooking
2.
Sheltered subject matter teaching: courses or modules
a. music:
performance, theory, appreciation
b. Popular literature.
c. Second language acquisition research and theory,
linguistics
ISSUES
1.
What do we do
when students have different first languages?
As TPRS spreads to second language ...
a.
Use of L1 very
helpful when L2 and L1 do not share cognates
b.
Other ways: visual contex
- pictures, films, real objects, movements
of the body (TPR) & linguistic contex.
c.
Is context
"misleading"?
(1)
acquisition is
gradual. (5-10% each encounter: Nagy, W. et al, 1985.
(2)
Most contexts are
helpful: 61% helpful, 8% misdirective – Beck et al, 1983.
2.
The potential of
technology – use most obvious and inexpensive, not costly and unsupported by
evidence: reading, eg ESLPod.com, our
own sharing; movietalk ; bogus applications
Beck,
I., McKeown, M. and McCaslin, E. 1983. Vocabulary development: Not all contexts
are created equal. Elementary School
Journal
83: 177-181.
Krashen,
S. 1998. Comprehensible output? System 26: 175-182.
Krashen, S. 1998. Language shyness and
heritage language development. In S. Krashen, L. Tse, and J. McQuillan (Eds.)
Heritage Language Development. Culver City: Language Education Associates. pp.
41-49.
Krashen, S. 2013. Rosetta Stone: Does not provide compelling input, research reports at
best suggestive, conflicting reports on users’ attitudes.
International Journal
of Foreign language Teaching, 8:1
Krashen,
S. 2013. The effect of direct instruction on pronunciation: Only evident when
conditions for Monitor use are met?
GiST: Education and Learning Research Journal 7: 271-275.
Krashen, S. 2014. Does Duolingo "trump"
university-level language learning? International Journal of Foreign Language
Teaching 9(1):13-15.
Nagy, W., Herman, P., and Anderson, R. 1985. Learning words from
context. Reading Research Quarterly 17: 233-255.
No comments:
Post a Comment