Transcript Woosong TESOL-MALL Program

Brian J English Ph.D.
School of Global Studies
Tama University
 From
Behaviorism…
People like people who make them feel good about
themselves.
 From
Organizational Theory….
Investments trigger returns and returns trigger
investment.
In Second
Language
Teaching…
Reciprocal Reinforcement is designing
lessons so that comprehensible input
triggers comprehensible output to
build a deeper understanding of the
targeted language structures.
Listening
(Phonemic
Processing)
Speaking
(Semantic
Processing)
Deep Process for
Long-term Memory
Images
Meaningful Analysis
Associations
Collocations
Related Grammar
Reading
(Structural
Processing)
Writing
(Semantic
Processing)
Input Hypothesis
Output Hypothesis

Learning takes place
when learners encounter
gaps in linguistic
knowledge of L2.

By noticing gaps, learners
become aware of them
and may be able to
modify output with a
heightened awareness.
i+1
(Krashen, 1977, 1984)
(Swain, 1985)
Reading a blueprint for
building a house only
provides a surface
understanding for how a
house is built. To deeply
understand, you need to
build the house.
Vocabulary acquisition is not a one-shot process;
but rather, vocabulary acquisition is an incremental
process that involves
moving from
“maintenance
rehearsal” to richer
levels of encoding
with “elaborate
rehearsal”.
“Being ‘pushed’ in output…is a
concept parallel to that of the i +1 of
comprehensible input. Indeed, one
might call this the ‘comprehensible
output’ hypothesis.”
(Swain, 1985, 248-9)

1. Noticing function: Learners notice what they do not
know or only know partially in target language.

2. Hypothesis-testing function: The learner tests a tacit
hypothesis and receives feedback from an interlocutor.

3. Metalinguistic function: Learners reflect on
the language they learn, and thereby the output
enables them to control and internalize linguistic
knowledge. (Deep Processing)
(from Craik and Lockhart, 1972)
Shallow Processing (Short-term memory)
 1. Structural processing (appearance) encoding only the
physical qualities of something (e.g., the typeface of a word
or how the letters look)

2. Phonemic processing – encoding a word’s sound
Deep Processing (Long-term Memory)

3. Semantic processing - encoding the meaning of a word and
relate it to similar words with similar meaning
Reciprocal Reinforcement
in the form of
“Guided Output”
can lead to
Deep Processing.
Reinforcement through Topical Familiarity - Familiar
topic of a text helps students focus their attentional
resources more efficiently to the input into which the
TWs are inserted:



Trip to the supermarket (low proficiency)
My room (low proficiency)
Volunteers take part in beach clean up (intermediate)
Reinforcement through Synonym Comparison
 bad = naughty, evil, unhealthy, harmful, terrible
(low proficiency)
 Interesting = stimulating, exciting, attractive,
appealing, fascinating
(intermediate)
Reinforcement through Rhetorical Mode Practice
 Describing a photo (low/intermediate)
 Comparison and contrast (intermediate)
 Cause and effect (high)
Long-term
retention of new vocabulary
words requires deep processing.
Deep
processing is a metalinguistic function.
Metalinguistic
analysis is a precursor for
comprehensible output in L2.
Reciprocal
reinforcement in Reading for
Writing encourages Guided Output.