Action-Research-in-the-South-Asian-Language-Classroom.ppt
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1、Goals of the workshoplTo introduce you to the concept of action researchlTo give you notions about how to do action researchlTo work closely on what makes a researchable question and show you data from several research projectslTo talk about disseminating results (reports, publication)lTo talk about
2、 getting funding to further research and teaching innovationlTo brainstorm with you areas you might research to inform your teaching or other efforts in language learningPrivate reflection: 2 minutes l1. What language learning matters do you want to know more about?l2. What problems with your teachi
3、ng might you like to investigate?What is Action Research?lMethod of investigating problems in their naturally occurring contexts. Its process is:lProgressivelIterativelReflectiveWhat are the goals of Action Research?lIt attempts to understand problems in real-life situations, i.e. non-laboratory set
4、tingslIt aims to improve how people address issues and to solve problems. How does Action Research differ from Empirical Research?lEmpirical research tests theorieslAction research balances problem-solving actions with data-driven research to inform future actionWho participates in action research?l
5、ResearcherslInstructorslStudents or other learnerslAdministratorslObservers or others who interact in the learning communityHuman Subjects approval needed for use beyond instructional situationReview aims tolforesee how findings might be used and limit their use appropriatelylensure understanding by
6、 participantslprotect against power status relationshipslprovide anonymityHuman subjects review committeeslYou will need to specify how you will conduct the research, including all questionnaires, etc.lThis review takes time and generally requires revisions. Leave a couple of months, ideally.lIf mor
7、e than one institution is involved, need to go through review by each institutionlIf participants are under 18, need to clear with parents.Outline of WorkshoplConsider a series of researchable questions involving:lStudent goals for studying South Asian languageslRelationship of student goals for Sou
8、th Asian languages to National StandardslLanguage learning during study abroad (French)lA communicative Hindi language lessonlAn online Urdu lessonlChat interaction in class (Italian)lTalk about writing research notes, articles and grantslBrainstorm your ideas for action researchResearchable Questio
9、nslWhy do students take this language?lWhat do they want from the class?More specificallylWhat are their language learning goals?ORlWhat reasons do students give for foreign language study?Student survey from the Language Institute, UW MadisonlRQ: What reasons do students give for foreign language s
10、tudy?Written survey done in class early in semester1821 students, all languages UW MadisonQuestionnaire7. What are your motivations for taking this beginning language course? (Mark ALL that apply)0. degree requirement1. personal interest and enjoyment2 curiosity3. small classes and making friends4.
11、societal responsibility5. family background 6. use in my future career7. to strengthen application for graduate or professional school8. future travel8. What is your primary motivation for taking this beginning language course? (Mark only ONE)0. degree requirement1. personal interest and enjoyment2
12、curiosity3. small classes and making friends4. societal responsibility5. family background 6. use in my future career7. to strengthen application for graduate or professional school8. future travelWhat is your PRIMARY motivation for taking this beginning language course? degree requirement24%persona
13、l interest, enjoyment, curiosity44%small classes and making friends0%societal responsibility1%family background6%needs of my future career12%desire to strengthen application for graduate or professional school3%future travel, including study abroad9%other, write in here1%n=1,821Language Institute, U
14、W MadisonSecondary questionlIs there a difference between the reasons students study LCTLs and CTLs?What is your PRIMARY motivation for taking this beginning language course?2%9%3%11%8%1%0%48%18%1%8%3%15%2%1%35%35%0%10%20%30%40%50%60%otherfuture travel, including study abroadto strengthen my applica
15、tion for graduate or professionalschooluse in my future careerfamily backgroundsocietal responsibilitysmall classes and making friendspersonal interest, enjoyment, curiositydegree requirementCTLLCTLN=1,710, nLCTL=1,166, nCTL=544chi-square Pr =. 000Language Institute, UW MadisonIn groups by languagel
16、1. Review what the data saysl2. What researchable question would you ask of the data?l3. Find a way to present the data for your language only to the whole group (chart, table, oral report, etc.)l4. Select a group member to do the presentationKeeping track of data lLimit amount of data you collect t
17、o what is most important lSpread sheets, use hide column liberally to juxtapose data setslConsider labels very carefully. Keep key for any code nameslBe consistent between instruments (survey) and data displays: words and numberslBinder with dated entrieslBack it all up !Researchable QuestionlWhat d
18、o students want to learn?lDo the National Standards reflect this?National Standards for Foreign Language EducationStudent survey from Language Institute, UW MadisonlDo students have language learning goals that are represented in the National Standards for Language Learning?lHow do students goals co
19、rrespond with each of the 5 Cs?Sorting datalHow might we look at the data to answer the question “How do student goals correspond with each of the 5 Cs?”lHow might we use the data to compare across languages?lIn language groups, work with the data and prepare to present it to the whole group.How cou
20、ld you organize this data for analysis?Work in groups of three to make 2 suggestions.Researchable QuestionlWhat factors are related to students improvement in speaking when studying abroad? lWhat background information might you need from students?lWhat might you do with students to answer this rese
21、arch question?Participants (n=24)ProgramParisn=13Montpelliern=11GPA3.5-4.0n=73.0-3.4n=112.5-2.9n=4Not reportedn=2Prior CoursesTo fourth semestern=8To fifth semestern=4To sixth semestern=3Major leveln=9Living arrangementsFamilyn=11Apartment, Frenchn=2Apartment, non-Frenchn=4Dormitoryn=7Pre and Post O
22、PI scoresopi results prior to programint highint midint lowCount201001167Wilcoxon signed ranks test: 136 Z: -3.624p-value (2-tailed): .002* (significant at =.05)opi results after programadv lowint highint midint lowCount12108642066111Can-Do ScalelStudents felt more confident in their interactions wi
23、th native French speakerslCan-Do Category: Interacting in French (sustaining everyday casual and polite interactions)Post test casual conPretest casual conv.Post test polite conPretest polite conv.0=very difficult 1=some difficulty 2=not difficult1.61.51.41.31.21.11.01.51.21.31.1 Increase in means:D
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