Upload
polly-douglas
View
218
Download
4
Tags:
Embed Size (px)
Citation preview
Audio Diaries
for improved spoken proficiency
Anthony SchmidtUniversity of
Tennessee, Knoxvillewww.anthonyteacher.
com@anthonyteacher
Audio Diaries Outline• Problem
• Background Research
• Audio Diaries• Examples• Adaptations• Summary
Fluency is easier to acquire
than accuracy
Fluency is likely learned
incidentally through regular
speaking activities
We might be
focusing too much
on fluency
Li, S. (2010). The Effectiveness of Corrective Feedback in SLA: A Meta Analysis. ‐ Language Learning, 60(2), 309-365.
Lyster, R. (2013). Roles for Corrective Feedback in Second Language Instruction. The Encyclopedia of Applied Linguistics.
Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in second language acquisition, 19(01), 37-66.
Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA. Studies in Second Language Acquisition, 32(02), 265-302.
Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46(01), 1-40.
Sheen, Y. (2010). Differential effects of oral and written corrective feedback in the ESL classroom. Studies in Second Language Acquisition, 32(02), 203-234.
Yang, Y., & Lyster, R. (2010). Effects of form-focused practice and feedback on Chinese EFL learners’acquisition of regular and irregular past tense forms. Studies in Second Language Acquisition, 32(02), 235-263.
Effective Feedback Strategies
“I go to the movies last week.”
PROMPTS
Repetition – “You go to the movies?”
Clarification – “Pardon?”
Elicitation – “Go to the movies? Last week you…”
Metalinguistic – “Use the past tense”
REFORMULATIONS
Explicit – “You should say ‘went to the movies.’”
Recasts – “You went to the movies?”
Effective Feedback Strategies
• Immediate (face to face)
• Peer feedback
• Computer feedback
• Delayed feedback
(Quinn, 2014)
Gu, S. & Reynolds, E.D. (2013). Imagining extensive speaking for Korean EFL. Modern English Education 14(4). 81-108.
• Korean university students• Extensive Speaking group: 1-3
minute daily recorded monologues every school day for 6 weeks• No linguistic feedback
given• Control: no monologues• Recordings were analyzed for
proficiency based on OPI rubric
• Results: Extensive speaking group’s OPI scores had significant increases compared to control
Audio Diaries1.Record
2.Feedback
3.Re-record
Extensive speaking, meaningful speaking, low affective filter
Individual feedback, delayed corrective feedback, noticing, metacognitive awareness
Targeted practice, “forced” uptake
Audio Diaries• Positive student reactions
• Student awareness of personal language weaknesses
• Teacher awareness of common persistent problems
• Student improvement
Mini Experiment
• Transcribed and analyzed
initial and final recordings
• Grammar, lexis,
pronunciation,
complexity
• Slight improvement in all
areas
Audio Diaries
Audio Diaries Adaptation1.Weekly, semi-weekly, daily2.Any length of time3.Free topic, unit topic,
discussion extension4.Grammar, lexis,
pronunciation goals5.Natural speech, reading
aloud, presentations6.Self-assessment
Audio Diaries Summary• Accuracy vs.
Fluency• Corrective
Feedback• Individual
Feedback• Extensive
Speaking• Record, feedback,
rerecord