Teaching and Study Teaching and Study Practices in Finnish Practices in Finnish Foreign Language Classrooms Foreign Language Classrooms Pirjo Harjanne [email protected]Research Centre for Foreign Language Education (ReFLEct) http://www.helsinki.fi/sokla/r eflect Department of Applied Sciences of Education University of Helsinki Seppo Tella [email protected]Waseda Institute for Advanced Study Waseda University Tokyo, Japan and Department of Applied Sciences of Education University of Helsinki
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Teaching and Study Practices in Finnish Foreign Language Classrooms
Teaching and Study Practices in Finnish Foreign Language Classrooms. Pirjo Harjanne [email protected] Research Centre for Foreign Language Education (ReFLEct) http://www.helsinki.fi/sokla/reflect Department of Applied Sciences of Education University of Helsinki. Seppo Tella - PowerPoint PPT Presentation
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Teaching and Study Practices in Teaching and Study Practices in Finnish Foreign Language Finnish Foreign Language
Finnish national core curriculaFinnish national core curricula (LOPS, 2003; POPS, 2004)(LOPS, 2003; POPS, 2004)
Aim of language teaching: communicative language proficiency
Means: communicative language teaching (CLT)
What should CLT include in FL classrooms? Some salient features of CLT and TBLTSome salient features of CLT and TBLT(Harjanne, 2006; based on e.g. Nunan, 1989; Donato, 2000; van Lier, 2000; (Harjanne, 2006; based on e.g. Nunan, 1989; Donato, 2000; van Lier, 2000;
*The function of language is the expression of meaning; above all interaction and communication
Theory of learning
*Real communication, trial and error; meaningful tasks, meaningful language to the learner
Objectives *Functional and linguistic; the starting point: thestudent’s needs, experiences and contents*Meaningful authentic communication
Communication *A communicative goal, the connection with life outside the classroom *Taking all the components of communicative language proficiency into consideration*Integrated practising of listening, reading, speaking and writing*Primary focus on meaning, secondary focus on form*Interaction, negotiating of meaning, risk-taking
Student’s role *Co-operative participator in communication
Teacher’s role *Mentor, instructor, needs’ analyst, task organizer, resource, feedback, researcher and learner
Role of material *Task-based, authentic, supporting communicative language use
the FL teacher’s cognition the FL teacher’s cognition • • conceptions of students, teaching, studying conceptions of students, teaching, studying and learning based on values, beliefs, and learning based on values, beliefs, prior experience, practical knowledge and prior experience, practical knowledge and theoretical knowledgetheoretical knowledge &&the sociocultural context of school and the sociocultural context of school and language classroom language classroom • • define what and how foreign languages are define what and how foreign languages are taught, studied—and learnttaught, studied—and learnt
**A holistic view on Communicative Language Teaching
**A communicative task as a crucial part of teaching and studying
**The didactic teaching–studying–learning he didactic teaching–studying–learning process (TSL process)process (TSL process)
****TThe FL teacher’s own personal didactics he FL teacher’s own personal didactics and pedagogical thinkingand pedagogical thinking
The key components of KIELO’s theoretical framework
Harjanne & TellaHarjanne & Tella
99Harjanne & TellaHarjanne & Tella 99
To analyse, describe and interpretTo analyse, describe and interpret the thepresent state of foreign language (FL) present state of foreign language (FL) teaching in Finnish FL classroomsteaching in Finnish FL classrooms – the way – the way foreign languages are taught, studied and foreign languages are taught, studied and learnt. learnt.
A sA special focus pecial focus is is laid on the role, status laid on the role, status and significance of communicative language and significance of communicative language teaching (CLT) teaching (CLT) and task-based language and task-based language teaching (TBLT) teaching (TBLT) as a current and topical as a current and topical teaching practice and as a methodological teaching practice and as a methodological approach among FL teachers. approach among FL teachers.
Key objective: to increase Key objective: to increase understandingunderstanding of of the quality of language classroom lifethe quality of language classroom life the salient features of an the salient features of an “ordinary” “ordinary” classroom’s classroom’s
activitiesactivities
Teachers and learnersTeachers and learners are are equal partners equal partners in researching in researching their own classroom lives their own classroom lives – – teaching and studyingteaching and studying
Research has to be Research has to be relevant to the teacher and relevant to the teacher and the studentsthe students
Academic researchers are Academic researchers are research cresearch consultants onsultants
CLT vs. ‘traditional’ language teaching CLT vs. ‘traditional’ language teaching Target language vs. mother tongue
60% of the Finnish teachers 60% of the Finnish teachers of English: of English: English at most 50% English at most 50% of the teaching time of the teaching time
Under 10% Under 10% of the Finnish teachers of of the Finnish teachers of English: the target language English: the target language at least 75% at least 75% of the teaching timeof the teaching time
(The assessment of pupils’ skills in English in eight European countries, 2002).
CLT vs. ‘traditional’ language teaching CLT vs. ‘traditional’ language teaching Target language vs. mother tongue
Harjanne & TellaHarjanne & Tella
Paying attention to the students’ use ofFinnish / 5 teachers: try to pay attention to the use of Finnish > Observation: The teachers asked the students to be quiet or they let them continue in Finnish but didn’t encourage them to speak English
CLT vs. ‘traditional’ language teachingCLT vs. ‘traditional’ language teaching
English / lower secondary school: Teaching and studying focused on linguistic items isolated from meanings and language functions (Alanen, 2000)
English / upper secondary school: Little (if any) evidence of student-centredness or of the student’s role as an active user of the target language (Nikula, 2007)
CLT vs. ‘traditional’ language teachingCLT vs. ‘traditional’ language teaching
English / English / upper secondary schoolupper secondary school Classroom ethnography, conversation analysis /One double-lesson of English (a part of a largerdata collection of face-to-face ordinary EFL lessons)
The nature of EFL conversation in classroomThe nature of EFL conversation in classroom: : The teacher The teacher had had controlcontrol, focusing on , focusing on checking checking
the exercisesthe exercises Teacher-centred Teacher-centred Genuine conversation Genuine conversation was was scarcescarce (Turunen, 2007 / Master’s thesis)(Turunen, 2007 / Master’s thesis)
CLT vs. ‘traditional’ language teachingCLT vs. ‘traditional’ language teaching
Swedish / lower and upper secondary school Microethnography, exploratory practice, teacher
as a researcher / audio-recorded lessons,
a questionnaire
Oral practice of Swedish with the aid ofOral practice of Swedish with the aid of
collaborative scheme-based and elaborationcollaborative scheme-based and elaboration
taskstasks Student-centredStudent-centred lessons lessons Teacher:Teacher: a mentora mentor Students: active participatorsStudents: active participators
in communication in Swedishin communication in SwedishHarjanne & TellaHarjanne & Tella
CLT vs. ‘traditional’ language teachingCLT vs. ‘traditional’ language teaching
The students’ communication: The students’ communication: co-construction of the dialogueco-construction of the dialogue peer-scaffoldingpeer-scaffolding much more attention to meaning than formmuch more attention to meaning than form
Conclusion: Conclusion: students’ students’ collaborationcollaboration and and interactional interactional
communicationcommunication came true, having the came true, having the connection with life outside the classroom.connection with life outside the classroom.
CLT vs. ‘traditional’ language teachingCLT vs. ‘traditional’ language teachingKIELO KIELO researchWhat tasks do FL teachers at a university ofapplied sciences use in their lessons?A questionnaire to 8 FL teachers (English, Spanish,French, Swedish, German and Russian) (> 9 teachersparticipated!) Many more oral than written tasks The oral tasks were more communicative
than the written tasks Co-operative tasks Authentic materials, self-edited materials About same number of group work and individual
tasks About same amount of teacher-centred and student-
Why do FL teachers prefer ‘traditional’ (teacher-centred, focus on grammar) language teaching? It’s hard for the FL teachers used to teach
grammatical rules and isolated words and word lists, to see that communicative tasks improve learning (Gatbonton & Segalowitz, 2005)
The FL teachers’ beliefs determine their teaching crucially (e.g., Borg, 2006)
Misunderstandings of communicative Misunderstandings of communicative language teaching and of a communicative language teaching and of a communicative task: task: Purely oral practice, no grammar teaching or practising
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