Threaded Discussions: Threaded Discussions: Providing Discourse-Level Providing Discourse-Level

Grammar PracticeGrammar PracticeDonald WeasenforthDonald Weasenforth

Collin County Community CollegeCollin County Community Collegedweasenforth@ccccd.edudweasenforth@ccccd.edu

Sigrun Biesenbach-LucasSigrun Biesenbach-LucasAmerican UniversityAmerican Universitysblucas@american.edusblucas@american.edu

Christine MeloniChristine MeloniNorthern Virginia Community CollegeNorthern Virginia Community College

meloni@gwu.edumeloni@gwu.edu

TESOL 2005TESOL 200530 March 200530 March 2005

Key Issues of Effective Use of Key Issues of Effective Use of Instructional TechnologyInstructional Technology

Refined approaches to technology usesRefined approaches to technology uses– Tailored use of specific features of specific Tailored use of specific features of specific

technologiestechnologies

Changes in instructional practiceChanges in instructional practice– Contextualized grammar instructionContextualized grammar instruction– Discourse-level practiceDiscourse-level practice– Focus on form within communicative contextFocus on form within communicative context

Assignment designAssignment design

Matching Technology and PedagogyMatching Technology and Pedagogy

Threaded DiscussionsThreaded Discussions– AccessibleAccessible– Threaded, linkedThreaded, linked– AsynchronousAsynchronous– ArchivableArchivable

Grammar PedagogyGrammar Pedagogy– Meaningful language Meaningful language

productionproduction– Purposeful language Purposeful language

productionproduction– Authenticity of context Authenticity of context

and language and language productionproduction

– Contextualized Contextualized language practicelanguage practice

– Interactive, Interactive, communicative communicative exchangesexchanges

Matching Technology and PedagogyMatching Technology and Pedagogy

Threaded DiscussionsThreaded Discussions– AccessibleAccessible– Threaded, linkedThreaded, linked– AsynchronousAsynchronous– ArchivableArchivable

Grammar PedagogyGrammar Pedagogy– Negotiation of meaningNegotiation of meaning– Subsidiary role of Subsidiary role of

grammargrammar– NoticingNoticing– RecyclingRecycling– Testing in contextTesting in context– Providing meaningful Providing meaningful

feedbackfeedback

Assignment DesignAssignment Design Instructional settingInstructional setting SequencingSequencing TimingTiming RecyclingRecycling Grouping Grouping TopicsTopics AssessmentAssessment TrainingTraining Integration in courseIntegration in course

Meaningful Language ProductionMeaningful Language Production Connection between grammar structure and Connection between grammar structure and

communicative functioncommunicative functionFirst responses to Don’s prompts – typical First responses to Don’s prompts – typical

information when getting to know one another (cf. information when getting to know one another (cf. small talk)small talk)

– I I have been beinghave been being here in the US almost for 8 months. here in the US almost for 8 months. The reason I The reason I have beenhave been here is the US will give me a lot here is the US will give me a lot of knowledge and degrees. … of knowledge and degrees. … My future plans areMy future plans are to to become an ESL teacher and a computer programmer.become an ESL teacher and a computer programmer.

– I I arrivedarrived into the US at the 2001 the February. I am here into the US at the 2001 the February. I am here for continuing my study. I for continuing my study. I have learnedhave learned things that are things that are related to the American type of living, as well as how to related to the American type of living, as well as how to be a well independent person. I be a well independent person. I am planinigam planinig to be a to be a chiropractic in the future. I am not certain yet weather i chiropractic in the future. I am not certain yet weather i would choose the US for the rest of my living or not.would choose the US for the rest of my living or not.

Meaningful Language ProductionMeaningful Language Production Form-function connection going beyond teacher-Form-function connection going beyond teacher-

prompted phrases - expressing opinions and facts about prompted phrases - expressing opinions and facts about a topica topic I’d like to say THATI’d like to say THAT I’M A SUPER SMART KID , but first at all I’M A SUPER SMART KID , but first at all

I’m not a kid, and second I’m not a kid, and second I believe THATI believe THAT I’M NOT SUPER I’M NOT SUPER SMART.SMART. It is a fact THATIt is a fact THAT I NEED TO WORK MORE, because at I NEED TO WORK MORE, because at my age I won’t learn as fast as I used to when I was a teenager.my age I won’t learn as fast as I used to when I was a teenager.

Also Also I’m amazed THATI’m amazed THAT SOME KIDS USED SCHOOL JUST SOME KIDS USED SCHOOL JUST FOR THEIR SOCIAL LIFE, and most of the time FOR THEIR SOCIAL LIFE, and most of the time I wonder IFI wonder IF THESE KIDS UNDERSTAND THEIR PARENTS EFFORT TO THESE KIDS UNDERSTAND THEIR PARENTS EFFORT TO GET THEM A GOOD EDUCATION.GET THEM A GOOD EDUCATION. In my opinion, In my opinion, I think THATI think THAT FAMILY IS VERY IMPORTANT TO PUSH CHILDREN FAMILY IS VERY IMPORTANT TO PUSH CHILDREN THROUGH ACADEMIC SUCCESS. THROUGH ACADEMIC SUCCESS. It is the fact THATIt is the fact THAT PARENTS ARE CLOSEST TO THE KIDS. PARENTS ARE CLOSEST TO THE KIDS. I agree with HE LI I agree with HE LI THATTHAT REWARDS AND PUNISHMENT PLAY A MAJOR ROLE REWARDS AND PUNISHMENT PLAY A MAJOR ROLE..

Purposeful Language ProductionPurposeful Language Production Students use language to accomplish Students use language to accomplish

communicative purposes, not to manipulate communicative purposes, not to manipulate grammar structuresgrammar structures– If you have some ideas , please tell everybody about that If you have some ideas , please tell everybody about that

. . [soliciting opinion][soliciting opinion]

– Thanks a lot for agreeing with my feelings , Ms Yoko Thanks a lot for agreeing with my feelings , Ms Yoko [expressing gratitude][expressing gratitude]

– As you know, we aren't native speakers, so you should As you know, we aren't native speakers, so you should take your free time to learn English. Try to view English take your free time to learn English. Try to view English learning as a hobby. learning as a hobby. [giving advice][giving advice]

– In my last discussion, about the Japanese future plan, I In my last discussion, about the Japanese future plan, I gave you a wrong information. NOT from 2006, BUT in gave you a wrong information. NOT from 2006, BUT in five years. I'm sorry. five years. I'm sorry. [self-correcting] [self-correcting]

– I'd like to share my feeling about this controversial issue. I'd like to share my feeling about this controversial issue. [expressing purpose][expressing purpose]

Authenticity of Context and Authenticity of Context and Language ProductionLanguage Production

Discussion board postings – authentic communicative Discussion board postings – authentic communicative activity in academic contextactivity in academic contextStudent’s responses to points in each other’s postingsStudent’s responses to points in each other’s postings – I have a question. What does mean for you to be a well I have a question. What does mean for you to be a well

independent person?independent person?– Do you want to be ESL teacher in America or in your Do you want to be ESL teacher in America or in your

country?country? Emotional reactions to topics: example gay marriageEmotional reactions to topics: example gay marriage– I don’t care that Gays should be allowed to marry.I don’t care that Gays should be allowed to marry. – It is absurd and weird to think about a marriage of the same It is absurd and weird to think about a marriage of the same

sexes. I don't know how sexes. I don't know how people support this issue.people support this issue.

Authenticity of Context and Authenticity of Context and Language ProductionLanguage Production

Response to Don’s response, where tangent leads to Response to Don’s response, where tangent leads to authentic elaborationauthentic elaboration

– I think, online communication it’s a great idea to brush up I think, online communication it’s a great idea to brush up on writing English. So far, I haven’t written many online on writing English. So far, I haven’t written many online letters. letters. Actually, I attend on Tuesday a course in a library Actually, I attend on Tuesday a course in a library “Small talk”. For me, it’s very useful. First of all,….“Small talk”. For me, it’s very useful. First of all,….

Admitting one’s own weaknesses and obtaining Admitting one’s own weaknesses and obtaining support from classmatesupport from classmate

– Actually I am lagging behind in English writting. When I Actually I am lagging behind in English writting. When I want to write something, want to write something, grammer and lack of vocabulary grammer and lack of vocabulary squeeze my hand.squeeze my hand.

Authenticity of Context and Authenticity of Context and Language ProductionLanguage Production

Authentic context for specific language phraseAuthentic context for specific language phrase– Yes, Elena. That issui is interesting, because communi-cation Yes, Elena. That issui is interesting, because communi-cation

is important. Right. is important. Right. I didn’t know about your kids. I didn’t know about your kids. Good for Good for you!!!you!!!

– The wheather has become very nice, The wheather has become very nice, hasn't ithasn't it? ? Conveying ideas to classmates is more relevant than Conveying ideas to classmates is more relevant than

grammar and mechanicsgrammar and mechanics – I like N.Y. only to visited. But, I didn’t like the people. I like N.Y. only to visited. But, I didn’t like the people.

Becausem are so rud, unfrieds sometimes. Fore example when Becausem are so rud, unfrieds sometimes. Fore example when you are in the subway everyone have been worried about time, you are in the subway everyone have been worried about time, wether, terrorist attack or something else. The people never wether, terrorist attack or something else. The people never smile. Mayeb, I was so homesick in that time. That situaticion smile. Mayeb, I was so homesick in that time. That situaticion was unconfortoble to me. In contrat was unconfortoble to me. In contrat with Dallas the people are with Dallas the people are more frienly, more happy, also Texan have a good matters.more frienly, more happy, also Texan have a good matters.

Subsidiary Role of GrammarSubsidiary Role of Grammar Emotional engagement with and strong opinions about topicsEmotional engagement with and strong opinions about topics Complex ideas realized in complex grammar structuresComplex ideas realized in complex grammar structures Students Students use grammar structures to support their use grammar structures to support their

communicative purposes, not to demonstrate masterycommunicative purposes, not to demonstrate mastery

– Alright , Alright , what would I dowhat would I do in order to stamp out this hard solvable issue in order to stamp out this hard solvable issue if I if I werewere the UN's Representative General ? the UN's Representative General ?

– First of allFirst of all , I have to find out what main reason cause terrorism . And , I have to find out what main reason cause terrorism . And then, then, I would askI would ask many countries related to this issue many countries related to this issue to attendto attend some some meetings meetings to discussto discuss the best way the best way to overcometo overcome it. it. SecondSecond, …, …Disarmament is Disarmament is one of many pointsone of many points I would first raise for discussion I would first raise for discussion and find an answerand find an answer for it . for it .

– From my Asian viewpoint , I think that a marriage is From my Asian viewpoint , I think that a marriage is a linkinga linking of two of two unknown families, and then those families will keep their alliance unknown families, and then those families will keep their alliance by by bearingbearing descendants descendants in order to maintainin order to maintain the continuity of the family line. the continuity of the family line.

Subsidiary Role of GrammarSubsidiary Role of Grammar Another example: students’ eagerness to voice complex Another example: students’ eagerness to voice complex

opinions pushes them to produce complex structuresopinions pushes them to produce complex structures– Moreover, a heterosexual marriage Moreover, a heterosexual marriage is regarded asis regarded as a procreant a procreant

connection. Also connection. Also founded onfounded on the tenets of Buddhism, the obedient the tenets of Buddhism, the obedient children children are viewed asare viewed as good effects, but the bad-manned children good effects, but the bad-manned children are are viewed asviewed as bad effects [ bad effects [passive constructionspassive constructions]]. . There There areare many, many things many, many things abnormal abnormal happeninghappening around us , and around us , and going togoing to our children's minds our children's minds [[existential there construction, which splits existential there construction, which splits be be and and V-ing V-ing formform].]. When in our future When in our future life, the percentage of same-sex marriages life, the percentage of same-sex marriages makes upmakes up a high rate, where a high rate, where can we findcan we find chidren to adopt them because same-sex marriages chidren to adopt them because same-sex marriages can't can't givegive us naturally real children except artificially-fecundated ones [ us naturally real children except artificially-fecundated ones [use of use of

present tense in time clause with future referencepresent tense in time clause with future reference]? ]? IfIf government government allowsallows the same the same sex marriage, those people sex marriage, those people will filewill file for income tax jointly. So government for income tax jointly. So government will losewill lose taxes [ taxes [real conditionalreal conditional].]. IfIf America America approveapprove the same sex marriage the same sex marriage like Canada, it like Canada, it will not only loseswill not only loses taxes taxes but also losesbut also loses the respects from the respects from the other countries [the other countries [real conditional, and real conditional, and not only, but also not only, but also constructionconstruction]]..

Contextualized Language PracticeContextualized Language Practice

Discourse contextDiscourse context– Extended, interactive discursive contextsExtended, interactive discursive contexts

Instructional contextInstructional context Real life contextReal life context

– Personal interestsPersonal interests– General topics of interestGeneral topics of interest

Focus on Form in Meaningful ContextsFocus on Form in Meaningful Contexts

Form, meaning, use (Larsen-Freeman, 2003)Form, meaning, use (Larsen-Freeman, 2003)

ProactiveProactive focus on form focus on form ReactiveReactive focus on form focus on form

(Doughty & Williams, 1998)(Doughty & Williams, 1998)

Focus on Form in Meaningful ContextsFocus on Form in Meaningful Contexts Subject: Verb Tense ReviewSubject: Verb Tense ReviewYour topic for Week 1: When and why did you come to the US? What have youYour topic for Week 1: When and why did you come to the US? What have youlearned since coming to the US and what are your plans for the future? Be carefullearned since coming to the US and what are your plans for the future? Be carefulof your use of verb tenses.of your use of verb tenses.

Subject: Discuss Writing Topic, Be Careful of Verb TensesSubject: Discuss Writing Topic, Be Careful of Verb TensesYour topic for Week 2: I'm very interested in the Your topic for Week 2: I'm very interested in the topics you have chosentopics you have chosen for the for thefirst essay assignment in our Writing class! Discuss with first essay assignment in our Writing class! Discuss with your groupyour group the topic that the topic thatyou are writing about in our Writing class. Share your own information with youryou are writing about in our Writing class. Share your own information with yourgroup and comment on your group members' information. BE CAREFUL WITHgroup and comment on your group members' information. BE CAREFUL WITHYOUR USE OF VERB TENSES!YOUR USE OF VERB TENSES!

Subject: What do you think?Subject: What do you think?Your topic for Week 3: One of the most serious issues society faces today isYour topic for Week 3: One of the most serious issues society faces today isterrorism. There are many related questions: What are the causes/reasons forterrorism. There are many related questions: What are the causes/reasons forterrorism? Is terrorism a new phenomenon? How has it affected society? Whatterrorism? Is terrorism a new phenomenon? How has it affected society? Whatare the solutions? Discuss these questions--and your own--in your group. Youare the solutions? Discuss these questions--and your own--in your group. Youmay want to use the following structures: may want to use the following structures: I don't understand whyI don't understand why......Do any of youDo any of youknow whatknow what...? ...? I think thatI think that...BE CAREFUL WITH YOUR USE OF NOUN CLAUSES....BE CAREFUL WITH YOUR USE OF NOUN CLAUSES.

Interactive, Communicative ExchangesInteractive, Communicative Exchanges180 DW

(1)

181 YK(2)

184 VV(5)

187 PT(6)

198 EG(13)

182 VV(3)

183 KH(4)

192 PT(9)

189 YK(8)

206 PT(21)

204 EG(19)

195 VV(12)

205 VV(20)

207 KH(22)

199 VV(14)

203 EG(18)

188 KH(7)

200 EG(15)

201 VV(16)

193 VV(10)

202 PT(17)

194 VV(11)

208 KH(23)

Interactive, Communicative ExchangesInteractive, Communicative Exchanges Emotional ExpressionEmotional Expression: : humor, self-disclosurehumor, self-disclosure

Open CommunicationOpen Communication– Mutual awarenessMutual awareness:: directing comment at individual, directing comment at individual,

quoting directly, explicit references to content of others’ quoting directly, explicit references to content of others’ messagesmessages

– Recognition of others’ contributionsRecognition of others’ contributions: explicitly : explicitly expressing appreciation/agreement, complimenting expressing appreciation/agreement, complimenting others, encouraging othersothers, encouraging others

Group CohesionGroup Cohesion: : explicit references to group, explicit explicit references to group, explicit invitation to respond (e.g., “let me know”), inclusionary invitation to respond (e.g., “let me know”), inclusionary comments (e.g., “like you, I…”)comments (e.g., “like you, I…”)

Adapted definition of “social presence” from Garrison, Anderson, and Archer (2001)Adapted definition of “social presence” from Garrison, Anderson, and Archer (2001)

Negotiation of MeaningNegotiation of Meaning ““Informational equality”Informational equality”

((Long, 1983)Long, 1983)

Prompting input from othersPrompting input from others Adjusting lexicogrammatical aspects of language Adjusting lexicogrammatical aspects of language

for clear communicationfor clear communication((Van Patten, 2003)Van Patten, 2003)

Task characteristicsTask characteristics Responsiveness of participantsResponsiveness of participants Willingness to alter course of communicationWillingness to alter course of communication

((Ko, Schallert & Walters,Ko, Schallert & Walters, 2003)2003)

NoticingNoticing

““It is what is noticeable to them that It is what is noticeable to them that matters.” (Batstone, 1994)matters.” (Batstone, 1994)

Students notice how classmates use Students notice how classmates use language.language.

- May I rewrite your own message in my - May I rewrite your own message in my own writing?own writing?

I’m here for IMPROVING my English.I’m here for IMPROVING my English.

Nice to MEET you, group!!!Nice to MEET you, group!!!

RecyclingRecycling

Grammar structures are reviewed and used Grammar structures are reviewed and used in a variety of ways.in a variety of ways.

Examples of student uses of Simple Past:Examples of student uses of Simple Past:

- - I I movedmoved to United States to United States in August 2004in August 2004..

- - I I travelledtravelled with my brother with my brother for 8 daysfor 8 days..

- He - He wentwent back to Thailand back to Thailand a few days agoa few days ago..

- I worked that day - I worked that day from 1:15 pm to 10:00 pmfrom 1:15 pm to 10:00 pm..

Testing in ContextTesting in Context

Giving Discrete-Point Grammar Tests vs Giving Discrete-Point Grammar Tests vs Evaluating Grammar in ContextEvaluating Grammar in Context

- - Next week I plan to go somewhere I’d never Next week I plan to go somewhere I’d never gone there. My friend recommended that we go to gone there. My friend recommended that we go to santoneo. My friends went there last year and they santoneo. My friends went there last year and they said that River walk was beautiful. I couldn’t said that River walk was beautiful. I couldn’t remember somewhere else they went there, but it remember somewhere else they went there, but it was interesting for me.was interesting for me.

Providing Meaningful FeedbackProviding Meaningful Feedback

Students can ask for clarification. For Students can ask for clarification. For example,example,

- - What do you mean same language will be polite What do you mean same language will be polite

to someone, but not others?to someone, but not others?

In response to In response to

- - why the usage of it [why the usage of it [the Spanish languagethe Spanish language] can ] can be consider for some groups polite or not politebe consider for some groups polite or not polite