Transcript From Comprehensible Input to Pushed Output

New Hampshire Association of World Language Teachers
October 24, 2014
Manchester, NH
Lina Lee
University of New Hampshire
[email protected]
(process of understanding
language)
listening
reading
(Production)
speaking
writing
(1) Is input as important as output?
(2) How much input do you provide to
your students?
(3) What kind of input do you use?
(4) How much output is necessary?
(5) What kind of output do your students
produce?
It makes better not perfect …
 It depends on type of practice …
 It works if L2 is the result of memorizing …
 It’s ineffective or detrimental …
 It makes perfect in writing not speaking …
 According to many, not really …
 According to you …


Chomsky’s L1 acquisition
 How children acquire L1?

Krashen’s L2 acquisition (SLA)
 How adults acquire L2?
Chomsky
Understand and speak with native fluency
Convey “meaning” NOT focus on “form”
http://www.youtube.com/watch?v=4K11o19YNvk&list=PL00C11E2EF1F9843E
“We acquire language in
only one way: when we
understand messages; that
is when we understand
what we hear or what we
read, when we understand
the message.”
Krashen
Krashen
Students are expected to acquire 85
percent of the knowledge they have by
listening – INPUT
The greater the comprehensible input
The greater the capacity to comprehend

Modified Input
 Teacher talk; foreigner talk

Meaning-focused Input
 Reading or listening to authentic materials

Interactive Input
 Negotiating of meaning when
communication problems occur

From the teacher
 Use the target language (90%)-ACTFL
 Input “comprehensible”
Realia, visual aids, body language
 “Foreign Talk”; models; steps

 Use plenty of vocabulary
Ideal Method: The Natural Approach

From the teacher
 Listen to Input: hair color, clothing,
height, physical attributes

From students
 Comprehension: Stand up … (TPR)
--What is your name? (Lisa.) Look at Lisa, class.
--Lisa has blond hair. (Point/touch hair.) Hair, blond hair.
--Look at my hair. Is my hair blond? (No.) No, my hair is
brown.
--Look at my eyes. (Touch eyes.) Are my eyes brown? (No.)
--Are they blue? (Yes.) Yes, I have blue eyes.
--Does Lisa have blue eyes? Look at Lisa's eyes. Are they
blue? (No.)
-- Are they brown? (Yes.)
--OK, what is the name then of the student in this class who
has blond hair and brown eyes? (Lisa)
Who has … ?
Is Lisa hair brown?
Are Luis eyes blue?
Lisa
What is Ana wearing?
Ana
Luis
What color of hair …?

Authentic materials
 Stories; news
 Songs; commercials
 Podcasts
 YouTube videos
How to use them effectively?
Pre … During … Post … Activity
Listening (meaningful Input)
Normal /
Slow track
http://www.fluencyprof.com/los-planes.html
http://www.thefrenchpodcast.com/index.php
http://www.bbc.co.uk/languages/
http://www.ver-taal.com/index.htm
http://fr.ver-taal.com/pub_20140128_viennois.htm
Meaning-focused input
As model for
output
http://storybird.com/books/el-mejor-regalo-parapablo/?token=e5cv9v&utm_source=storybird&utm_medium=email&utm_campaig
n=share-book
BOUCLES D'OR ET LES TROIS OURS
http://www.thefrenchexperiment.com/stories/goldilocks/
Interactive (3)
Input
• Interaction
• Feedback
• Modified output
•
“Use” NOT “Practice”
Clarification check
What do you mean?
I think Kate is
pregnant …
Confirmation Check
GOAL: NATIONAL STANDARDS
“Knowing how, when, and
why to say what to whom”
ACTFL Proficiency Guidelines
Superior
Immersion
Level IV
Level III
Level I and II
Advanced
Intermediat
e
Novice
Cultural
Knowledge
+
Linguistic
skills
OPI: Oral Proficiency Interview
REAL-WORLD TASK
Call the airline and reconfirm a
reservation you have. Provide
personal details such as name, flight
number and date. Check other details,
such as terminal, time of departure,
and time you have to be at the airport
and seating preference.
Input + Output
ROLE-PLAY
You are in a clothing store and have $150 to
spend.
Card A: You are customer
•
•
•
•
•
You are looking for
gifts for three people;
your mom, brother and
boyfriend
Ask for suggestions
Ask for prices
Ask him/her to wrap
the gifts
Thanks him/her
Card B: You are clerk
•
•
•
•
Offer to help
Tell him/her what
is on sale
Suggestions: a bottle
of perfume for mom, a
pair of pants for
brother, a watch for
boyfriend
Go to the customer
service

Krashen’s Input Hypothesis
 Focus on “meaning” for comprehension
and fluency but not “form” for accuracy

Swain’s Output Hypothesis


“Pushed output” for accuracy
Noticing on “Form” via
syntactic processing
“Message needs to be conveyed precisely,
coherently and appropriately” (Swain,
1985)
“Adjustments”
Modified Output
NS1: Where is Jess?
NNS: She has been away to fetch water …
NNS: She has gone for water.
Later … NNS asked NS2 some questions …
NS2: I would say “She just went to get
some water”…..
NS2: I’m so used to hearing no-soidiomatic sentences. Non-native sound
(1) “change” vs. “exchange” money
(2) “invoice” vs. “receipt” for a purchase
More …
•NNS:
Where is the office you were directed to
move to?
•NS: They want to move us to the printing
room.
Advanced / Native Speakers
Speaking
• S1: Me gusta a esquiar …
• S2: I don’t think you need to put ‘a’ after
‘gusta’ You just say: me gusta esquiar
• S1: O.K. Me gusta esquiar. Esquí tres veces
el año pasado.
• S2: The verb does not look right
• S1: Wait, esquiar, yo esquié, sí, yo esquié …
(Lee, 2008) Low-Intermediate – Advanced Students
Attempt to simulate the ‘outside world’
 A lot of input and interaction
 Pushed output through negotiation
and feedback
Which
class?
With Prof.
Lee?
Are your students exposed to a lot of
comprehensible and meaningful
INPUT?

What types of activities do you use for
pushed OUTPUT?


Authentic materials
 By and for native speakers
 Contextually rich and culturally significant

Real world situations
 A variety of natural language discourse

Task-based Learning
 Use ‘steps’ (‘Pasos’)
Comprehension Check 1
Comprehension Check 2
Statements of main
events
• Cut them into stripes
(1) Put events in order
• If necessary, play the
recording more than
once
(2) List of true/false
questions
(3) Discuss details
with other students
(4) Ask personal
questions
•
Four steps – Global to Details
https://www.youtube.com/watch?v=Ks0oxK0-BsU
Paso 1
Empareja las oraciones con las imágenes
que describen …
a.
1. Ver al abuelo en el
cuarto.
2. Salir de la casa.
3. Encontrar sus casas.
4. Darse cuenta de que b.
no hoy comida.
5. Llevar al abuelo a su
casa.
Paso 2
Escribe una descripción de lo que
sucedió en …
a.
c.
b.
d.
Paso 1
Listen to the conversation and write
the missing information of the
students
Name: John
Age:
Country:
Birth Date:
Married:
Single:
Occupation:
Hobbies: Jazz
Name: Anna
Age: 35
Country:
Birth Date:
Married:
Single:
Occupation:
Hobbies:
Name: Andrew
Age:
Country:
Birth Date:
Married:
Single: X
Occupation:
Hobbies:
Help from colleagues or native speakers
A list of questions and interview
someone to get answers.
 Fill out a chart or a grid based on what
was said.
 Reading a note and write to respond
to the note.
 More …

Paso 2
Interview two of your partners using
interrogative words: what?, how old?,
where?, when?, how many?
Name:
Age:
Birth Date:
Hometown:
Siblings:
Hobbies:
Favorite food
Name:
Age:
Birth Date:
Hometown:
Siblings:
Hobbies:
Favorite food
Name:
Age:
Birth Date:
Hometown:
Siblings:
Hobbies:
Favorite food
Paso 3
With your partner, write a letter to a
friend to describe two of the most
interesting classmates (one male; one
female) that you have interviewed …
Pushed Output via writing
What happens in real life?
STEP 1: LAST WEEKEND








Activity
Dance at a party
Running five miles
Playing games
Playing a sport
Reading a book
Watching TV
Writing a letter
Making dinner
Sedentary Active
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
STEP 2: FIVE MORE ACTIVITIES
Activity





_____________
_____________
_____________
_____________
_____________
Sedentary Active
______________________
_______________
_______________
_______________
_______________
Step 3: Interview …
--Did you go fishing last week?
--No, I read a book “How to become a
millionaire?”
Step 4: Compare …
Your partners responses to the
categorizations you made in Steps 1 and 2.
Step 5: Conclusion …
Use the scale to rate your partner’s week.
very sedentary
as sedentary
as active
very active
1
3
4
2
5
Paso 1
Listen to the automated ticketing service for
‘what’s on around town this weekend’. Make
a list of movies, and concerts and how much
they cost.
$$$
$$$
$$$
$$$
$$$
$$$
Movies Concerts
________________
________________
________________
________________
________________
________________
Decision-Making
Paso 2
First decide three activities you would like to do
and then work with your partner to make up the
schedule for the activities.
Activity 1
Activity 2
Activity 3
What?
What?
What?
Where?
Where?
Where?
How much?
How much?
How much?
What time?
What time?
What time?
Paso 3
Los Planes de Luis
Luis es un chico muy activo y practica
muchos deportes. Tiene muchos planes para
mañana. El sábado por la mañana, Luis
nadará en la piscina. Después de nadar, él
tomará el sol. Por la tarde, él jugará al fútbol
con sus amigos. Por la noche, Luis patinará
en el parque …
What are your plans?
Paso 4
With your classmate, discuss the
activities that you will do with your
family and friends this weekend.
Jigsaw activity
Paso 1:
Listening
“La rutina”
Paso 2:
Speaking
Paso 3:
Writing
“A story”
(wiki or
paper)
Supermercado - http://www.podcastsinspanish.org/pages/level1.shtml
Paso 1
SURVEY
ACTIVITY
Speaking
 Worksheet
 Students
walk around the class and ask questions
until they fill out all the information on the
worksheet
 Ex:
去过, 吃过, 喝过，看过，用过(have you
...?)
名字
1
2
3
去过中国
用过毛笔
喝过烧仙草
吃过臭豆腐
INTERVIEW
ACTIVITIES
 Small
Group ( 3-4 students) or walk around the class
 Worksheet
 Asking questions using a worksheet; vocabulary
practice
 Ex:谁，什么，在哪儿，有没有，会不会
Name
1
2
3
4
你的老师是谁？
你在哪儿学中文？ 你有没有中文书？ 你会不会说日文？
INFORMATION GAP
ACTIVITIES
Students Working in pairs
 Student A has the information student B does not have and
they will share their information by asking each other.
 Weather, restaurant menu, airplane/train timetable, person’s
schedule, etc.


Target grammar: 几点/ 什么时候/ 什么时间/ 多久了
北京到上海
起飞时间
降落时间
广州到南京
香港到广州
西安到上海
成都到长沙
FIND THE DIFFERENCE
Small group activities: A/B ask each other until they
both have the same objects in both rooms.
A
B
 L1
grammar explanations as homework
Wiki
Green Living Environment
L1
Errors
L2
Language Interference
Negative Transfer
L2
Fluency + Accuracy
Implicit System
• Use meaningful input
• Use real-life situations
• Use task-based learning
• Use four-skill-integrated approach
• Use ‘pushed’ output activities
• Keep a balance of fluency and accuracy
Look for: NHAWLT 2014
http://lleeunh.wordpress.com/my-blogs/
Lina Lee
[email protected]