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Prompting metacognition via abductive reasoning tasks and digital video
Tristan Currie, Ed.D. Candidate, University of Technology Sydney
1) Personal background
2) The research project
3) My field - Pragmatics
4) How I teach with video - Abductive reasoning
5) My research findings
6) Application of findings to open learning
Prompting metacognition – Table of contents
4 years teaching English to non-adults
2 years teaching adults (Australia & Hong Kong)English and Video Production subjects
HKFTU (learning context)
Prompting metacognition – personal background
Prompting metacognition – The research project
What / Who?12 week English Pragmatics course Intermediate-level HK Adult learners aged 18-50
Why?The course is a research project into the use of video viewing and self-and-group recording to enhance spoken English
How?Tasks involving abductive reasoning on a video-based curriculum evaluated for their success at prompting metacognition
Prompting metacognition – Pragmatics definition
Pragmatics is the EFFECT of context and shared knowledge on meaning
effect
Prompting metacognition – Pragmatics examplesPragmatics is the EFFECT of context and shared knowledge on meaning
Psychological effects Directness effects
Unspoken effects
effect
Prompting metacog. – Teaching with video and abductive reasoning
EXAMPLE
You have a cough, a fever of 30 degrees, a runny nose, chills, an aching body, nausea and diarrhoea. You have had these symptoms
for five days. Given this information, your best guess is that you have the flu. But you are not completely certain.
Abductive reasoning is finding the best explanation from competing hypotheses.
EXAMPLE - Abductive reasoning tasks and video
Who is haggling in each picture? Will they be successful? Why / Why not?
Prompting metacog. – Teaching with video and abductive reasoning
Prompting metacognition – Teaching objective
The objective of Abductive reasoning tasks is to draw learners attention to pertinent contextual information that provides the listener clues to the speaker’s intended meaning
Figure 2.0 – Abridged speech act transcript
Prompting metacognition – Methods
[FLUENCY]
Measure 1 – Phonation time ratio: % of time the student spoke during the recording Measure 2 – mean length of pause [lower = fluency]Measure 3 – mean length of fluent run: the speech between pauses [higher = fluency].
[COMPLEXITY]
Measure 1 – Lexical variety (pragmatic focus): the ratio of functional to lexical wordsMeasure 2 - Phrasal complexity (measured as words/clause)
[ACCURACY]
Measure 1 – Native-like: the percentage of error-free clausesMeasure 2 – Repair fluency: ratio of self-repairs to errors.
Figure 1.0 – Measures of fluency, complexity and accuracy
Prompting metacognition – Methods
• Strengthen a learner’s confidence in their analytical judgment
• Encourages a problem-solving approach to language learning that is modifiable to individual adult learners’ needs
• Builds confidence and leads to effective communication strategy inside and out of the classroom.
Prompting metacognition – Research Findings
Benefits of abductive reasoning tasks using video:
Did abductive reasoning tasks prompt metacognition?
Prompting metacognition – Research Findings
• The Video medium is easily accessible for review and puts language use-in-context quickly and makes unspoken meaning visual, and thus discussable.
• Video is a great prompt to detailed discussion for students, and for teachers a quick way to reveal the way students typically think, and what learning beliefs and habits might require modification to ensure successful, independent monitoring of their own learning progress.
Prompting metacognition – application to open learning
How can this research be applied to open learning?
HKFTU (photo, slide 4) - http://www.ftu.org.hk/en/participate?id=105
The acquisition of Pragmatics (cartoon, slide 5) – http://www.slideshare.net/Q7MustafaQ7/language-acquisition-48599909
Psychological effects (image, slide 6 upper left) – http://englishliteraturecenter.blogspot.hk/2012/06/language-varieties-in-sociolinguistics.html
Directness effects (image, slide 6 upper right) – http://www.buzzle.com/articles/communication-styles-in-the-workplace.html
Unspoken effects (image, slide 6 bottom) – https://i.ytimg.com/vi/ILIf7eoE5Kc/maxresdefault.jpg
Abductive reasoning (table, slide 7) –http://www.designthinkingeval.com/definition-deconstruction-design-methods-part-2-of-3/
Responsible lending (cartoon, Slide 8 upper left)http://www.cartoonstock.com/directory/r/responsible_lending.asp
Seasonal/Celebrations (cartoon, Slide 8 lower right) –http://www.cartoonstock.com/cartoonview.asp?catref=aton4205
Context is the matrix of meaning (Image, slide 9) – http://johnteleska.blogspot.hk/2010/12/context-is-matrix-of-meaning.html
Metacognitive strategies example (Bar diagram, slide 13) – http://www.etc.edu.cn/eet/Articles/metacognition2/start.htm
Prompting metacognition – REFERENCES
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