Translator: mitsuko imai. Proofreading: ... professional English language teachers from outside the ...... automatic and
さ い た ま 市 教 育 家 会 ジ ャ I ナ ル issn 2185 7822 volume 5, issue 5
About the Issue Editors
Travis Cote
Brett Milliner
[email protected]
[email protected]
Travis Cote is an assistant professor in
Brett Milliner is assistant professor in
the College of Tourism and Hospitality
the Center for English as a Lingua
Management at Tamagawa University
Franca (CELF) at Tamagawa University.
and a faculty member in the Center
Brett’s research interests include
for English as a Lingua Franca (CELF).
mobile-assisted language learning
さいたま市教育家会ジャーナル
He holds an MA TESOL degree and
(MALL), extensive reading and student
The
his research interests include teacher
motivation. Brett is the treasurer of JALT
Journal of Saitama City Educators (JSCE)
induction practices, computer-mediated
CALL SIG, Yokohama JALT and a co-editor
A さいたま市教育家会 (SCE) Publication
language learning, extensive reading
of the Center for ELF Journal. When
Published in Saitama City, Japan
and curriculum development. Travis
Brett isn’t working he can be found
ISSN: 2185-7822
is also a contributing author to Digital
surfing or teaching yoga in Kamakura.
Volume 5, Issue 5
Mobile Language Learning (http://dmll.
October 2015
jaltcall.org).
Editor: John Finucane
Mitsuko Imai
Peer Reviewrs: travis cote &
[email protected]
brett milliner
Mitsuko Imai is an assistant professor
Issue Editors: travis cote,
in the Center for English as a Lingua
brett milliner & mitsuko imai
Franca (CELF) at Tamagawa University.
Translator: mitsuko imai
She holds an MA TESOL degree and her
Proofreading: travis cote & brett milliner
research interests include motivation,
Design & Layout: John Finucane
autonomy, learning strategies and
Find out more at:
extensive reading.
http://www.SaitamaCityEducators.org
Foreword
In 2014, the Centre for English as
each of whom come from a different
(JSCE) in 2014. In April, 2015 we
Arup Pandey offers a solution to
Lingua Franca (CELF) was established
English speaking background (L1 and L2).
published the inaugural issue of The
students experiencing cognitive
Center for ELF Journal. This, our third
overload during vocabulary instruction
to house Tamagawa University’s new English program and tutor service. In
It is the teachers, their personal beliefs
collaborative issue with JSCE represents
in the ELF classroom. And lastly, Kaori
2015 the English teaching program
and principles, who determine the
another chance for our teachers to add
Aono reviews three English learner
expanded to serve students campus-
success of any language program. To
to their professional resume, but more
dictionaries.
wide, with approximately 2,500 students
that end members of the CELF leadership
importantly, this journal issue is an
being taught by over 40 instructors
group have been working hard to
opportunity for ELF teachers to share
Once again, we have learned a lot in
from around the globe. Aware of the
provide opportunities for the teaching
practical teaching ideas for the ELF
putting this third issue together. We
deep-rooted, native English speaker
faculty (full-time and part-time) to
classroom and add value to our Center.
hope that some of these creative ideas
bias and norms common not only in
hone their teaching skills, deepen
Japan, a conscious decision was made by
their knowledge about ELF and develop
In this issue, michelangelo Magasic
Tamagawa University to seek qualified,
professionally. Since 2014, the editors
reviews the application Movieclips.com
professional English language teachers
have staged two teacher’s research
whilst highlighting the way in which
from outside the inner circle (Kachru,
forums, an ELF symposium as well as a
online streaming video has overcome
1985) countries. Since the early piloting
number of other events in collaboration
many of the challenges traditionally
of the ELF program in 2012, CELF faculty
with JALT and JACET. These events have
associated with film use in the classroom.
have been working hard to promote
created a context to promote good
Jody Yuri Yujobo looks at formative
initiatives in raising ELF awareness,
scholarship, and more importantly,
assessments in project based learning
improving teaching practices and
they provided a place for teachers to
and shares some practical methods
research in language education. The
share teaching ideas and professional
in measuring 21st century skills and
collection of articles in this journal
research. In conjunction with these
global competency. Sharon Ishizaki
represents the research and work from
events, CELF faculty edited and published
introduces NeuroELT and demonstrates
a handful of those ELF teachers,
two journal issues in collaboration with
how NeuroELT can inform a language
the Journal of Saitama City Educators
teacher’s practice in the classroom.
will embolden you to try something new in your classroom this year.
Contents
Using streaming video in the classroom: The evolution of feature films as an effective tool for learning English - Michelangelo Magasic
michelAngelo Magasic
マガシック・ミケアンジェロ
keywords
要旨
Using streaming video in the classroom:
教室内でのストリーミングビデオの使用：映画
English, film, streaming video, ELF,
本稿は、英語学習ツールとしての映画使用法の展
The evolution of feature films as an
をツールとした効果的英語学習法の展開
Movieclips.com
開について示すものである。始めに、英語学習者
effective tool for learning English
に向けた映画使用の利点を纏め、オーディオビジ
page 2
ABSTRACT
ュアル教材を教室内で使用する教授法の歴史に
This paper charts the development
ついて述べる。次に、オンラインストリーミングビ
Jody Yuri Yujobo
祐乗坊 由利 ジョディー
of film as a tool for learning English.
デオがこれまでの映像技術よりも教室内使用に
Practical methods in measuring 21st
21世紀型スキルとグローバルコンピテンシーの測定
To begin, it will summarize the
適している点に関して詳述する。Movieclips.com
century skills and global competency
benefits of films for English learners
のプラットフォームを
page 9
and provide a brief history of the use
分析することで、オンラインストリーミングビデオ
of audiovisual materials within the
がこれまでに使用されていた教室内の映画使用
Sharon Ishizaki
石崎 シャロン
classroom. Next, it shall detail the
における問題点の多くを解決している点に着目し、
NeuroELT: An Introduction
NeuroELF分野の紹介
advantages which online streaming video
いかに言語学習に効果的であるかを説明する。
page 15
has for classroom use over previous screen technologies. Through a close
Arup Pandey
パンデイ・アルップ
analysis of the Movieclips.com platform, this paper
page 21
will explain the benefits of this service for language learning whilst highlighting
Kaori Aono
青野香央里
the way in which online streaming video
Comparison of Three Learner Dictionaries
英英辞書の比較
has overcome many of the challenges
page 27
traditionally associated with film use in the classroom.
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Michelangelo Magasic - video
INTRODUCTION
Focusing on the new technology of
Films originally came on VHS, which
HOW STREAMING VIDEO FITS IN THE
Internet based streaming video, this
brought challenges in regard to the set-up
CLASSROOM
watching Hollywood films as part of the
paper seeks to explore ways in which
of bulky items and limited screening
class syllabus. Films provide a stimulating
film may be successfully engaged as a
options. The DVD revolution of the
based streaming media has advanced
break from paper-based work and mirror
learning tool in the English as a lingua
late 90’s allowed for greater ease in
the practicality of using film material
the kind of activities which the students
franca (ELF) classroom.
showing movies in the classroom as the
in class. While amateur video sharing
operator was able to skip between scenes,
sites like Youtube offer a cornucopia of
It is no secret that students enjoy
(and teacher) enjoy doing in their leisure
Recently, the development of internet
time (Flick, 2011). What has been less
A SHORT HISTORY OF FILM IN THE
add subtitles and change languages
audio-visual material, this paper is most
evident, however, is the methods through
CLASSROOM
as necessary. However, problems
interested in feature films available on
Audiovisual materials have a history
involved in incorporating films within
licensed sites. In particular it focuses
as a regular part of a syllabus. Films
of several decades of implementation
the classroom such as the difficulty of
on Movieclips.com, a video streaming
have traditionally been considered
within the English learning classroom.
sourcing, obtaining and finally screening
website that offers short clips ranging
challenging to implement on a regular
At first specialised English learning
appropriate film material within the flow
from between 30 seconds and 5 minutes
basis given the extra equipment and
productions were used in order to
of a 90 minute lesson (Whatley, 2010;
from popular Hollywood movies.
preparation involved in their usage
expose students to the visual and
Ismaili, 2013;) and the fact that native
Launched in 2009, the website currently
(King, 2002; Massi & Merio, 1996).
proto-linguistic features of the English
language film material can be a fast-paced,
has somewhere in the range of 50,000
Feature films, however, have several
language, however, as King (2002) has
slang-heavy and frequently overwhelming
different clips with new content being
salient offerings including exposure
noted, specialised learning videos tended
experience for language learners (King,
constantly added. Movieclips.com is
to language features such as accents,
to fall flat in their focus on structured
2002; Brown, 2010), remained even in the
free, easy to use and compatible with
slang and gestures (Thaler, 2014), the
language and extensive analysis (Also:
DVD era. These factors meant that film
the projection equipment increasingly
display of contextualised language
Miura, 2003). Feature films on the other
has historically been viewed as a passive
standard to classroom layouts. The
use for vocabulary building (Ismaili,
hand offer natural language use and
alternative to regular lessons rather than
site’s namesake ‘clip’ format proffers
2013) and the transference of cultural
entertaining scenes that compel viewers
as something integrated within lesson
digestible movie moments chosen
norms (Brown, 2010; Koike, Paulin &
to watch and interpret the proceedings.
content (Thaler, 2014).
specifically for their engaging content,
which to incorporate feature films
Sandkamp. 2001).
overt action and clear storyline.
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JSCE - Volume 4 Issue 5
Michelangelo Magasic - video
These shorts fit well within the flow of
All content is shareable and may easily
a lesson and their pre-packaged nature
be implemented as part of a class blog or
eases the work that would normally be
online learning space.
required of the teacher. Furthermore,
CONCLUSION Streaming video has a strong claim to being a regular and productive part of an English learning curriculum.
students may gain confidence in being
While offering these benefits, Movieclips.
Where previously films had a physical
able to master these short bites of film
com does also have some undesireable
format which required bulky supporting
whereas they might get lost in a larger
issues for classroom use such as the
equipment, digital films are lightweight
flow of action.
region specificity of clips that are
and highly shareable. The searchability
not playable in certain areas and this
inherent to digital media archives makes
Movieclips.com’s most useful feature,
cannot be filtered out in a search, the
it more convenient to use film material
however, is it’s extensively searchable
lack of high quality subtitles on all
in the classroom as the instructor may
library of content. This is organised by
clips (which would otherwise be one of
easily locate content which is relevant to
categories as prosaic as ‘director’ and
the most useful and necessary feature
class activities. The entertainment value
‘genre’ all the way through to things like
within language classrooms) and the
of film content should not be ignored
‘props’, ‘costume designer’ and even by
high frequency of disruptive ads when
either. The cinema-like experience of a
the dialogue contained within a clip.
accessing Movieclips.com content on
well-equipped classroom is a powerful
This navigability means that Movieclips.
Youtube. It is hoped these problems may
motivating factor and an activity which
com can be utilised as a provider of
be rectified in later versions of the site or
students professedly enjoy. Finally, in
highly topical lesson content. Its archive
by new players arising within the sector.
taking an evolutionary perspective, this
may be searched to locate something
paper spotlights the potential for future
relative to that day’s lesson, whether
streaming video (and perhaps classroom-
finding dialogue that includes a certain
specific) platforms to proffer further
target word; or clips that feature particular
advances in the functionality of film
concepts, verbs or emotions which the
material for English learning.
instructor wishes to teach in class.
5
6
References
Brown, S. (2010). Popular films in the EFL classroom: Study of methodology. Procedia Social and Behavioral Sciences, 3(1), 45–54. doi:10.1016/j.sbspro.2010.07.011
Thaler, E. (2014). Teaching English with films. UTB: Germany. Retrieved from http://books.google.com.au/bookshl=en&lr=&id=vl9CAgAAQBAJ&oi=fnd&pg=PA1&dq=mo vieclips.com&ots=Dm4Vj0CRXn&sig=ztUB5O_mHCGyN6MOe7kvRkfonuk#v=onepage&q=
Flick, A. (2011). Choosing a quick flick for class. AALL Spectrum, 15(6), 18-21. Retrieved from
movieclips.com&f=false
http://www.aallnet.org/mm/Publications/spectrum/Archives/Vol-15/No-6/April11-Flick.pdf Whatley, H. (2012). The effective use of motion pictures in the ESL classroom. Journal of Arts, Ismaili, M. (2013). The effectiveness of using movies in the EFL classroom: A study conducted at South East European University. Academic Journal of Interdisciplinary Studies, 2(4),
Science & Commerce, 3(2). Retrieved from http://www.academia.edu/1751505/The_Effective_Use_of_Motion_Pictures_in_the_ESL_Classroom
121-132. doi:10.5901/ajis.2012.v2n4p121
King, J. (2002). Using DVD feature films in the EFL classroom. Retrieved from http://www.eltnewsletter.com/back/February2002/art882002.htm
Koike, T., Paulin, D., & Sandkamp, M. (2001). The interdependency of comfort, context, critical thinking and discourse: Using videos in the EFL classroom. The Association for Teaching English through Movies, (6), 19-32. Retrieved from http://ci.nii.ac.jp/naid/110009357816/en
Massi, M., & Merino, A. (1996). What’s playing in the language classroom? Films and EFL, 34(1). Retrieved from http://dosfan.lib.uic.edu/usia/E-USIA/forum/vols/vol34/no1/p20.htm
Miura, H. (2003). Problems in movie-based EFL classroom: Teachers role and appropriate tasks. The Association for Teaching English through Movies, 8, 43-55. Retrieved from http://ci.nii.ac.jp/naid/110009357827/en
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Practical methods in measuring 21st century skills and global competency
yuri jody yujobo - practical methods
Yuri Jody Yujobo KEYwords
要旨
INTRODUCTION - 21st Century Skills
and life. Casner-Lotto and Barringer
21st Century Skills, Global Competency,
今日の情報活性化時代に伴い、将来の技術発展
and PBL
(2006, p. 27) acknowledge project-based
Rubrics, Formative Assessments,
によりますます変動していくであろう社会におい
Summative Assessments
ては、学生にとって今後の問題を予測するのは困
skills have transformed their craft of
that organizes and focuses students’
難であり、その21世紀型の知識基盤社会で認めら
teaching to empower students with
learning on projects requiring real-life
れる能力として、4Cs：コミュニケーション、クリテ
applied skills to succeed in jobs that
challenges through collaborative and
ィカルシンキング、クリエイティブ能力、コラボレー
have not yet been created, technologies
creative investigative problem-solving
ションが指摘されている。これらのグローバルコ
not yet invented, and problems not
and decision-making activities that ends
reproducing content knowledge, but
ンピテンシーを測定する為には、学生中心型PBL
yet known (Schleicher, 2010, p.1).
with a group-presentation or product.
about extrapolating what we know
メソッドの導入が適切である。多数の形成的評価
Warschauer (2000) reveals language
Educators, however, have struggled in
and applying that knowledge to novel
方法やルーブリックを考察し、4Cs能力を詳細に
classrooms no longer require a
creating assessments that measure the
situations” (2010, p.2). The traditional
測定する方法を紹介する。
rendering of traditional curricula based
4Cs of 21st century skills, specifically
educator is undergoing a metamorphosis
on syntactic or functional elements.
critical thinking, collaboration, creativity,
into its new form of encompassing
Researchers and “proponents point to
and communication skills.
creative and critical approaches utilizing
a new workforce reality that demands
21st century skills (Partnership for 21st
the next generation to be independent
Century Skills, n.d) and project-based
thinkers, problem solvers, and decision
learning (PBL) methods. Consequently,
makers” (Silva, 2009, p.630). Top
summative assessments at the end of the
a dilemma exists over how to measure
businesses and education policy makers
project asymmetrically placing weight
21st century skills, specifically the 4Cs:
developed the Framework for 21st
on the final presentation. However,
critical thinking, communication,
Century Learning (Partnership for 21st
value should be placed on the student’s
collaboration, and creativity. This paper
Century Learning, n.d.) to focus on
collaborative and investigative processes
will address formative assessments in PBL
multi-dimensional practical abilities
which include skills to research, apply, gain
and methods in measuring 21st century
necessary to succeed in unforeseen
critical insight, and synthesize resources
skills and global competency.
challenges of tomorrow in college, work,
in order to achieve creative outcomes.
ABSTRACT OECD’s Schleicher articulates that “educational success is no longer about
9
Teachers on board with 21st century
learning (PBL) as a teaching model
Formative vs. summative assessment Mistakenly, PBL is often evaluated by
10
JSCE - Volume 4 Issue 5
yuri jody yujobo - practical methods
Therefore, formative assessments, such as
These rubrics are “by no means meant
criterion-based rubrics, self-assessments,
to be complete and it is possible to
checklists, student-teacher dialogue,
create a customized rubric for specific
teacher or peer-evaluation, or written
assignments by selecting and combining
data (blogs, wiki, journals) represent
items from several individual rubrics”
solutions to the assessment problem.
(Greenstein, 2012, p. 200). Second
(Greenstein, 2012). In retrospect,
language educators can adapt these
formative assessments result in timely
L1 rubrics to L2 learner’s abilities with
feedback with an opportunity to notice
customized descriptors. Rubrics help not
and repair their weaknesses prior to the
only teachers to evaluate, but “a good
final presentation thus increasing self-
rubric can orient learners to the concept
awareness and motivation.
of quality and guide revision and
Criteria/Level
(i) Critical Thinking
Rubrics also motivate students for self-
Greenstein (2012) shares her multiple-
2. Basic
the noticing of weaknesses.
four levels of attainment: novice, basic,
proficient and advanced according to
Table 1 represents an adaptation of a
descriptors of each 21st century skills
rubric presented by Greenstein (2012,
and can be used in assessing PBL. A
p.200) to measure critical thinking.
rubric is an organized document that
The criteria has been divided into sub-
lists certain criteria with descriptors and
criteria (i) apply, (ii) critical insights, and
students can see their varying level of
(iii) synthesize to reflect the needs of an
quality at a given stage (Andrade, 2008).
English language learning context.
11
4. Advanced
Misunderstand
Able to read
Able to use
Purposefully seek
reading data; un-
simplified L2 data
technology to find
L2 info only from
comfortable with
and look for
L1/L2 info and
multiple sources to
English data
additional L1 data
apply in L2
apply
(ii) Critical Thinking
Crtitical Insights
Unable to apply
Limited ability to
Able to make some Compares and
and use data
select data to draw
connections of
contrasts to make
independently
conclusions
data to project
deep connections and ideas to project
Ideas are elusive (iii) Critical Thinking
Synthesize
Ideas related to
Able to put
Identifies and
and basic. L1 ideas one viewpoint,
together two
compares
are not formulated might not be
divergent ideas in
components of
strongly
own idea L1
L1 or L2 and
several arguments
and defined
summarize
to generate new
connections
with undefined
summary
assessments, reflections, and promote
dimensional rubrics that measure
3. Proficient
to support it
improvement” (Andrade, 2008, p.60). Rubrics
Apply
1. Novice
connections
Table 1: Critical thinking rubric adapted from Greenstein (2012)
12
References
JSCE - Volume 4 Issue 5
In the same context, several rubric
CONCLUSION
descriptors (p.202-215) are available
Language tests that are designed to
for Collaboration, Creativity, and
only recall facts create a barrier to
Communication; and for other
our students’ success. Educational and
21st century skills such as digital &
professional groups are increasingly
technology literacy, global awareness and
attentive to 21st century skills as they
work ethics.
update their curricula, policies, and
other measurements Multiple measurement strategies can
Andrade, H. (December 2007/January 2008). Self-assessment through rubrics. Education Leadership, 65(4), 60-63.
Casner-Lotto, J., & Barrington, L. (2006). Are they really ready to work? Retrieved from: http://files.eric.ed.gov/fulltext/ED519465.pdf
Deci, E.L., & Ryan, R.M. (2000). Intrinsic and extrinsic motivations: Classic definitions and
practices (Greenstein, 2012, p.21). Silva
new directions. Contemporary Educational Psychology 25, 54-67. Retrieved from:
emphasizes that what students can
http://www.selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_IntExtDefs.pdf
do with knowledge, rather than what
take place simultaneously with rubrics
units of knowledge they have, is the
Greenstein, L. (2012). Assessing 21st Century Skills: A guide to evaluating mastery and
and self-assessments in a formative
essence of 21st century skills (2009,
setting during PBL. Group contracts
p. 630). Therefore, a re-orientation in
usually tie EFL students to an agreement
pedagogical approach to PBL provides
to ensure teamwork and to establish
a focus upon skills and processes rather
lines of accountability. Also, student logs
than outcomes. Designing assessments to
and journals enable students to explore
measure these 21st century skills presents
Silva, E. (2009). Measuring skills for 21st century learning. Phi Delta Kappan. Retrieved from
their critical voice in L2 writing. Blogs
challenges, but rubrics, self-assessments,
http://www.jstor.org/discover/10.2307/27652741?sid=21106068630863&uid=2&uid=4&
and Wikis encourage collaborative
and other formative measurements
uid=3738328
technology literacy for students to openly
have provided teachers with a start in
share their thoughts with the entire class.
designing practical methods for assessing
Teacher and peer-observations monitor
21st century skills and global competency.
authentic language. CA: Corwin.
Partnership for 21st Century Skills. (n.d.). Framework for 21st Century Learning. Retrieved from http://www.p21.org/about-us/p21-framework/57
Schleicher, A. (2010). The case for 21st century learning. Retrieved from: http://www.oecd.org/general/thecasefor21st-centurylearning.htm
student achievements and provide timely feedback to encourage L2 learners
Warschauer, M. (2000). The changing global economy and the future of English teaching.
through necessary support.
TESOL Quarterly, 34(3), 511–535. doi: 10.2307/3587741
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14
NeuroELT: An Introduction
sharon ishizaki - neuroELT
sharon ishizaki KEYWORDS
要約
Neuroscience, Working Memory,
脳神経学と英語教授法とは交わりのない領域で
Meaning, Sense, Textbooks
あるが、NeuroELFという発達段階にある研究が
Teaching (NeuroELT) is a curious
retrieves information will be examined
二つの分野を繋ぐようになった。本稿では、情報
assimilation between two topics that
in relation to ELT before a practical
を蓄積する際に脳がいかに興奮状態になるのか、
usually do not interact with each
demonstration of how NeuroELT can
そしてその事がいかに英語教育、学習に影響を与
other. NeuroELT amalgamates the
inform a language teacher’s practice in
Teaching are two topics that rarely
えるのかという点について説明する。また、特に
continuously expanding body of
the classroom.
interact with each other, however
ELTの教科書における”meaning and sense”とは
knowledge about how the brain stores
NeuroELT is a developing area of
何かを示す。
and retrieves information with the
ABSTRACT Neuroscience and English Language
INTRODUCTION
For the purpose of this article, a basic
Neuroscience and English Language
explanation of how the brain learns and
NEURONS
research that is working to bring these
progressively developing subject of
The brain governs everything we do,
two fields closer together. In this article, I
English Language Teaching (ELT).
from deciding what to eat, to controlling
have attempted to explain how the brain
Goswami (2008, pp.35) points out that
our physical movements in order to
is “excited” into storing information
when, “…used creatively….cognitive
eat. In order to carry out these tasks,
and how this affects the teaching and
neuroscience methods have the potential
the neurons of the brain need to send
learning of English. In the discussion, I
to deliver important information
and receive chemical messages from
have also endeavored to demonstrate
relevant to the design and delivery of
each other. If the nuclei of the neurons
what “meaning and sense” is, especially
education curricula as well as the quality
are excited, then these messages are
with regards to ELT textbooks.
of a teaching itself.” It is clear that
sent extremely quickly (Murphy, 2014).
neuroscience has the potential to inform
The neuron-excitement created by the
teachers on how to take advantage of
brain of commuters in Japan may be an
neuroscience research into how the
appropriate example to illustrate how
brain learns and stores information.
the importance of being punctual affects their brains. If they fail to arrive at work on time, their employment may be at risk.
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JSCE - Volume 4 Issue 5
sharon ishizaki - neuroELT
This potential risk ‘excites’ the brain
For example asking the learners to
This may be detrimental if teachers
The challenge for textbook writers and
in such a way that it swiftly relays the
produce a written paragraph that
have created a syllabus in which more
the teachers who use them is to ensure
specific information needed to the
practices previously studied information
than four new items are included in
that the topics and tasks have meaning
neurons to store for future use. The
within a time limit. It should be pointed
each lesson. For new items to be stored,
and make sense to the learners. This
brain is also able to filter out information
out that “stress or confusion block the
they need to have meaning and make
can be especially true when textbooks
that is unnecessary for survival (Willis,
flow of information to the thinking brain”
sense to the learners. To have meaning,
have been written in or for an English
2008, pp.3) which ensures that the
(Willis, 2008, pp.8), so the teacher needs
the brain must be able to link the new
as a Second Language (ESL) context, for
commuter’s brain rapidly stores and
to establish a learning environment that
information to previously learned items.
example, the United States or England,
retrieves the relevant train times in order
promotes positive excitement rather than
In order for the brain to make sense of
but are beingused in an English as a
to get them to their destination at the
negative excitement through the use of
something, it must be able to understand
Foreign Language (EFL) country, e.g.
right time. In other words, the train
tasks that are within the academic grasp
it. If new items have meaning and make
Japan and Brazil. The fundamental
times have meaning and they make sense
of the learners.
sense, then it is highly likely that they
difference between the ways in which the
will be transferred to long-term storage
target language will be used by ESL and
areas in the brain (Tomlinson and Sousa,
EFL learners has an impact on whether
2011, pp. 49). An obvious example in
the textbooks have meaning and make
to the commuter, especially when there is not an overwhelming amount of new
MEANING AND SENSE
information bombarding the brain as
Working memory is the “temporary
the working memory of the brain can
memory where information is
which meaning and sense is sometimes
sense. If teachers are pre-occupied
only manage a limited amount of data at
consciously processed” and has the
ambiguous is in ELT textbooks.
with ensuring that the textbook has
any one time.
capacity “to store four new items at any one time” (Cowan, 2001; Oberauer &
ELT Classrooms
Kliegl, 2006 in Sousa & Tomlinson,
This type of neurological excitement
meaning or makes sense, they may not Textbooks
be conscious of the number of new items
Textbooks are quite often the pillar of
their lessons contain. This may result in
2011). In other words, if the brain is
classroom teaching. They can provide
their planning becoming ineffective as
could be introduced into the ELT classroom
exposed to five or more new pieces of
the syllabi for courses, homework
the learner’s brains will either disregard
through tasks that are timed or have an
information, it either discards the new
activities, and summative tests; they are
the overload of information, not make
element of urgency attached to them.
items or replaces existing items.
clearly useful to teachers and learners.
sense of the new items, and/or be unable to create links between previously stored and unfamiliar information.
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JSCE - Volume 4 Issue 5
References
In order to overcome this problem,
Cowan, N. (2001). The magical number of 4 in short-term memory: A reconsideration of
teachers could survey current learners
mental storage capacity. Behavioral and Brain Sciences, 24(1), 87-114.
about which tasks and topics they found most interesting and relevant. This type
Dörnyei, Z., & Ottó, I. (1988). Motivation in action: A process model of L2 motivation.
of brief survey has a two-fold advantage;
Working Papers in Applied Linguistics, 4, 43-69.
first, it assists the teacher with deciding future topics and target language for the
Goswami, U. (2008). Neuroscience and education. The Josey-Bass Reader on the Brain and
current cohort, and it provides suitable
Learning, 33-51. Retrieved from www.books.google.co.jp
topic ideas and target language items for future learners. In addition, it also
Murphy, R. (n.d.). Neurons!. Retrieved from
signals to the learners that their input
http://fab-efl.com/onlinelearning/page5/index.html
is valued by the teacher, which may benefit the working relationship between
Oberauer, K., & Kliegal, R. (2006). A formal model of capacity limits in working memory.
instructor and student.
Journal of Memory and Language, 55, 601-626.
CONCLUSION
Sousa, D. A., & Tomlinson , C. A. (2011). Differentiation and the brain. Bloomington:
NeuroELT is a young yet exciting topic
Solution Tree Press.
for ELT practitioners to be involved in. Arming teachers with a practical
Willis, J. (2008). How your child learns best. Illinois: Sourcebooks.
knowledge of the brain and how it connects to learning a second or foreign language may lead to further advances within ELT, which should have a positive influence on both how teachers teach and how learners learn.
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20
Cognitive Overload in Vocabulary Lessons
arup pandey - cognitive overload
arup pandey KEYWORDS
要約
INTRODUCTION
PROBLEM
Cognitive overload, deductive method of
本稿は、玉川大学ELFプログラムの1年生に語彙を
One of the courses I taught at the Center
There were three detrimental
teaching, inductive method of teaching,
教える際に直面した問題に対しての解決法を見出
for English as a Lingua Franca, Tamagawa
consequences of the above approach.
Academic Word List (AWL), Bloom’s
すことを目的としている。教科書で使用されるトピ
University, Tokyo, last academic year
First, because of a lack of familiarity of
Taxonomy
ックは、ターゲットとなる語彙を帰納的に紹介する
(2014-2015), consisted of freshmen from
the critical topics presented in the articles,
という目的があるが、学生にとっては身近なもの
the College of Tourism and Hospitality.
the students could not comprehend
ではなく、それゆえ語彙を理解する上で認知的負
The students were typically motivated
target vocabulary and experienced
荷を引き起こしている。このような状況を踏まえ、
and were preparing for a one-year study-
cognitive overload. Next, students’
challenges I encountered while teaching
ターゲット語彙を演繹的に教える方法へと変換し、
abroad program at various universities in
motivation, learning, and grades were
vocabulary to freshmen in English as a
より身近な背景の中で語彙を理解させ、さらにそ
Melbourne, Australia.
affected. Finally, students failed to use the
Lingua Franca (ELF) class at Tamagawa
の語彙を使った学生に関心の高い演習を行うとい
University, Tokyo. The topics used in the
う方法を編み出した。
ABSTRACT This article is a response to the
vocabulary words during discussions and In addition to speaking and reading, the
in their writing assignments.
textbook, to inductively introduce the
objective of the course was to improve
target vocabulary, were unfamiliar to the
students’ knowledge of academic
RE-MODELED STRATEGIES
students, thus causing cognitive overload
vocabulary and its use in discussion
Concerned with the above observations,
to the students. In this situation, I
and writing. Vocabulary lessons were
I decided to remodel the vocabulary
remodeled the teaching method whereby
based on a prescribed academic reading
lessons to aid effortless comprehension
I used a deductive method to introduce
textbook. The teaching method suggested
and learning of the target vocabulary
target vocabulary, provide familiar
by the textbook-design was to read
words. Also, I intended to motivate
context to understand the vocabulary,
an article and comprehend the target
my students to achieve commendable
and assign high-interest tasks to practice
vocabulary words through its context.
grades, and most importantly, use the
the target vocabulary.
vocabulary words in discussions and writing assignments. Therefore, I taught
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JSCE - Volume 4 Issue 5
arup pandey - cognitive overload
target vocabulary words using the
guess what they might mean?” After the
Students, in groups of fours, read the
following models:
etymologies were discussed and verified
passages with the blank-spaces and
At the end of each unit, students
in dictionaries, we discussed contexts
filled them in with the target words. To
discussed in groups or pairs five
for using the words with questions like
evaluate their performance, students
discussion questions related to the unit’s
immediately compared their answers
topic. Each student audio-recorded the
Learn the vocabulary words first On the left-hand corner of the
“When would this word be used and
Application in speaking/discussion
blackboard I drew a personal adaptation
for what purpose?” Students were then
with the articles presented in the
discussions on their smartphones to
of the Know-Want to know-Learned
introduced to sample sentences taken
textbook. This task was an assessment
assess the number of target vocabulary
(KWL) table, which I named WIN. “W”
from familiar local contexts, such as
tool to exhibit memory of the learned
words they used during the discussions.
stands for target words; “I”, words
family, school, and ideas related to Japan.
target words. Additionally, the task
students can already identify; and “N”,
Students finally wrote down synonyms,
encouraged the students to pre-read the
new words students need to learn and
collocations, and other related words on
article several times.
use. The three-column WIN checklist
customized Vocabulary Review sheets.
replaced the textbook’s seven-column “Self-Assessment” chart. The WIN checklist
Remember and comprehend
Application in writing Students wrote a paragraph on what new information they learned from the
Next, students comprehensively read
unit. Typically they had to paraphrase or
the same passage and answered five
summarize the reading passage and their
comprehension questions. Through this
reaction to the topic. It was necessary to
was an appropriate tool to filter already
Each unit of the textbook presents
known words, review the known words,
two articles for reading and vocabulary
task students had the opportunity to
use the vocabulary words they learned in
and create interest in learning new words
comprehension in context. However, with
observe the newly-acquired vocabulary
the unit to paraphrase or summarize the
by activating students’ prior knowledge.
the remodelled strategy based on Bloom’s
in context and comprehend academic
reading passage in the unit.
Additionally, the word “WIN” was used as
Taxonomy, the students at this stage were
texts. The step-by-step progression
a catchphrase to motivate students.
expected to simply remember the target
from vocabulary acquisition to active
Synthesis
vocabulary words which they learned. To
comprehension was logical and
The vocabulary/reading units were
Next, derivations and stems of the new
assess whether students have learned
manageable.
creatively blended into projects so that
words were discussed. Students were
and can remember the target words, the
the usage of the vocabulary becomes
asked questions like, “Do you recognize
reading passages were presented to them
automatic and part of students’ knowledge
any parts of the word?” or, “Can you
in fill-in-the-blank questions format.
and skills. Following are some examples:
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arup pandey - cognitive overload
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