Group B WEEK 15 Interaction Hypothesis

Hi Mia, Daisy and Esther

Here are comprehension checks.

Q1) Whose hypothesis did Long go on to propose his Interaction hypothesis as an extension of ?

Q2) What are conversational tactics which are the native speaker-non-native speaker pairs were much more likely to make use, in order to solve ongoing communication difficulties?

Q3) Who did conduct one of the first studies that attempted to establish a link between interactional modifications and increased comprehension? 

Discussion topic

: How can we apply Long's theory into our real class and what kind of skills in detail?

Group D WEEK 15 Interaction Hypothesis

Hi Heather and Lena. Here's my questions.

Comprehension check

1. In long's interaction hypothesis shown on measures grammatical complexity. What's a linguistic difference between 2 pairs(native-native pair, native-non native pair)?

2. Please explain a link between interaction and comprehension.

3. From Mackey, what is the relation of interaction and negotiation for meaning?


DQ.
How can we give modified interactional input in actual class and make students more interactive?

Group E Haeyun Rachel and Sunny Interaction Theory

Q1) What are the three steps Long proposed for a more systematic approach to linking features of environmental language and learners' second language development?

Q2)What are the conversation tactics native speaker-non-native speaker pairs use?

Q3)What did Braidi criticize about earlier interactionalist research?


Discussion)
What is the relationship between interaction and acquisition?

WEEK 15 Interaction Hypothesis _ Group B_Chelsea, Eunjoo and Emily

Hi Group B

Please refer to the below question and responds

Questions)
1. What is the Long's 3 steps? Please read the dialogue and find 3 steps

S : I have never heard of future tense, Future tense in your writing is not clear to me.          
      What is "future tense"?
T : In past, European is the richest in the world, I think, china will be the richest in
     the future
S : China will be the richest?
T : Yes, China will be the richest, in this sentence, future tense is used.
S : OK, Now I understand what you mean

2. According to Pica's study, which group is more successful on the task?
   and Why do you think?

3. What is clearest evidence that is in support of Long's step 3 in Mackey's 
    study?

Discussion Topic)
-Now we know taking part in interaction can facilitate second language development 
 But in some way, It could be too one-side preoccupied with functional aspects of  second language interaction. How we strike a balance between grammatical development  and second language interaction

WEEK 15 INTERACTION _ Group A Kimberly, Amy, Dianne

1)      What (conversational tactics) do the native speaker–non native speaker pairs use to solve ongoing communication difficulties in Long’s study?

2)      Which step of Long’s approach to linking features of ‘environmental’ language and learner’s second language development is relevant to each Pica, Loschky, Mackey, Gass and Varonis’ study?

3)      How do the researchers criticize the earlier interactionist research? How do they appeal to the earlier interactionist?

DQ:  I think ESL environment and native teacher seem to be evitable in order learners to internalize various useful communicative strategies and get the repaired input by interaction. If it is realizable in EFL, it might need native teachers or native-like teachers at least. What do you think about that?

Week 14: Group E - ACT, Vygotsky, SCT Theory

Comprehension Questions ;

1. How can the information be stored in long-term memory?

2. according to Anderson, what does three stages for moving from declarative to procedural knowledge?

3. What does ZPD mean? (vygotksy's theory)

DQ)

How the teachers make the scaffolded activities in class for L2 learners?

Week 14: Group D - ACT, Vygotsky, SCT Theory

Comprehension Questions ;

1. According to Anderson’s ACT model, the move from declarative to procedural knowledge takes place in three stages. What are those and explain briefly.

2. What is socio-cultural theory?

3. What are differences between private and inner speech?

DQ)

How will ACT model and Vygotsky's idea implicate your class?

Group A_Week 14

Here are comprehension questions.
1) There are two information-processing models of second language learning, what are they and how are they simillar and different?

2) What are three stages of moving from declarative to procedural knowledge?

3) There are a number of key ideas current in comtemporary interpretations or discussions of Vygotsky, introduce 2 of them and define them.

Here is question for discussion.
As a teacher, how can we apply socio-cultural theory into SLL class?

Week 14: Group_B_ACT, Vygotsky, SCT Theory

Hello, Tei, Emily, Eunjoo.
There are my questions.

Comprehension Qs
1. According to Anderson's Act Model, why someone who got great score on test about third person singular present tense can not use in real situation?

2. According to social-cultural theory, how does children's early learning arise?

3. What is the different concept about private speech from the point of view of classic Piagetian theory of child development and from Vygotsky?

Discussion Q

How can we adapt the socio-cultural theory in our classroom?
(regulation, scaffolding, and the zone of proximal development)

Week 14: Group_B_ACT, Vygotsky, SCT Theory

Hi Mia, Ellie and Esther!

 

Here are the comprehension questions.

1. What is the Mclaughlin's information-processing model? Explain with controlled processing, automatic processing, Learning and restructuring.

2. According to Anderson, what are the three stages of moving declarative to procedural knowledge?

3. What is the Zone of Proximal Development?

 

* Discussion question - What is the implications of ACT model and Vygotsky's idea? How can we apply the ZPD theory to teaching?

Chapter 3 ; How the Brain processes Information

Dear Eunjoo, Tei and Chelsea,

Really sorry for my late posting, please see my questions and discussion topic for this week.

Comprehension Questions ;
1. What are behavior of the two tempoary memories and how it works?
2. Please explain how working memories connect to long-term storage in the classroom.
3. How does self-concept works on learing process?

Discussion Topic :
As a teacher, I'd like to discuss how we should deal with Time Limits of Working Memory to achieve the terminal objective in real classroom.

Thanks.

Week 12. How the Brain Processes Information

Hello, Haeyun and Sunyoung.

These are three comprehension checks.

1. What are the two kinds of short-term memory?

2.  What are some characteristics of long-term storage?

3.  What are the two conditions in which information is stored?

This is a discussion question.

4. How can teachers make students open the sensory register?

Week 12_Group D_How the Brain Processes Information

Hi. Hannah and Lena.
I hope you have a great day! :)

- Comprehension Checks

1. Can you describe the procedure of the Information Processing Model?

2. Do you think that an enthusiastic elementary teacher might have a difficult time to let students remember eight rules in one lesson plan?
Please explain it considering the concept of 'working memory'.

3. Why is it necessary for teachers to contain students' past experience in a curriculum, not in teacher's?


- Discussion Question

As a teacher, how do you encourage students to keep a positive self-concept in a class while accepting new learning?

Week 12. How the brain processes information

Week 12. How the Brain Processes Information

Hi Gruop1 !!

These are  comprehension questions about 'how the brain processes information'.

Please find all answers from text book.

1) As we are teachers, what type of students could be effected by time limits?

  Which factor is significant in time limits for processing new information?

2) Why meaning is more important and how can teachers use it for students?

3) Please define what cognitive belief system is.

DQ:

After reading this chapter, what is your opinions about teachers's responsibility(or role)

to help students to be interested in learning English or have motivation?

Group Haeyun Rachel and Sunny

Sorry for my belated post!


Comprehension questions

1) What is the Information Processing Model about?

2) What is processed for new learning? What is this called in school?

3)What are the three parts that compose working memory?


DQ
1)How can teachers use emotions in a learning situation? (p44)

Good evening Heather and Lena ;-)

Comp.check questions

1. What are the 2 characteristic of human thinking and explain what is it important for students?

2. Describe the type of basic processing in dimentions of thinking which means.

3. According to Bloom, there are 6 levels of complexity of human thoughts. Find 6 levels and explain at least 2 examples why this model was started.

DQ)
How can a teacher organize contents to increase complexity and lead students to promote 'higher-order thinking'?

Hi, Emily, Tei, and Chelsea

Comprehension Questions(I post again with different topic)

1. What is representational system as a characteristic of human thinking?

2. Can you explain the relationship between thinking and emotion? Why the classroom's emotional climate is important?

3. As a teacher, when we teach Thinking Skills for students, are there any effective ways for them?

Discussion Question

What are the six models of Bloom's Taxonomy stages revised version? Let's talk more about the characteristics and examples of each steps .

See you on Saturday~

11 WEEK-Bloom Information processing

For Amy, Seoyoon and Kimberly Three questions are below 1) what types of basic processes can you see in the dimensions of thinking? 2) Describe the six level of Bloom's REVISED Taxonomy of the cognitive domain. 3) Make your own one example activity( or questions) for each level. Discussion Q) How can teachers establish a setting that lead to students' creative thought?

Hi Group C. (Emily/Tel/Chelsea)
I post Comprehension and Discussion questions below so think about the answers and feel free to write them. 

Comprehension Question)

Q1) What are the three main stages of Information Processing model?  
Q2) In terms of capacity of working memory, are there any implications for teacher who is going to apply it for their class?
Q3) What is difference between the terms long-term memory and long-term storage?

Discussion Question)

Let's think about it and discuss tomorrow ^^

Group B 'The output hypothesis'

Hi Mia, Daisy, Esther!
First of all, sorry for the late uploading!

Here are the comprehension questions.
Q1) What are the four ways in which output might play a role in the process of second language learning the output hypothesis proposed?
Q2) What is the second way in which producing language might serve in the language learning process?
Q3) What is the simple but powerful example of the type of teacher-fronted interaction that the output hypothesis calls for?

Discussion questions.
Which hypothesis either Swain’s or Krashen’s do you more agree, and why, if you have another different opinion from the both, then why?

Group C_The output hypothesis (Emily/Eunjoo/Chelsea)

Hi Group C. (Emily/Eunjoo/Chelsea)
Please find the below Comprehension and Discussion questions

Comprehension Question)

Q1) What is te four ways in which ourput might play a role in the process of second language learning?
Q2) What is a big difference between Swain's and Krashen's Hypothesis?
Q3) Why is the "Output" important?

Discussion Question)
Does the output-based approach toward english education is applicable to korean school?
Does this output hypothesis always work well to improve students's proficiency? Is there any expected problem?
Let's think about it and discuss tomorrow ^^

Week 9/GroupD 'The output hypothesis'

Hi, Heather and Hannah!

Comprehension Questions

1. What are four ways in output play a role in the process of second language learning of the output hypothesis?

2. What does acquisition without instruction or output occur? Please find example at least one in text.

3. What two forms do combination hypotheses involve?

Discussion Question

Stephen Krashen first examine direct confrontations, studies in which comprehension-based methods are compared with methods based on rivals hypotheses between “Experimental studies” and “Correlational studies.” Which one do you prefer and why?

Group E: Haeyun, Rachel, Sunny_Week 9 'The output hypothesis'

Hello members,

Here are the questions. 

1. According to the Output Hypothesis, when the acquisition may occur? 

2. What does ‘extended discourse’ mean?

3. According to the Output Hypothesis, What kind of activity is useful for second language learning? And Why?

And this is discussion topic

: According to Olsen & Kagan, for successful collaborative learning, 5 components are needed. Among that components, how teacher make the task produce positive interdependence?

Thank you. If there is something mistake, please let me know 

Group A: Dianne, Amy, Kimberly_Week 9 'The output hypothesis'

These are the comprehension questions.

1.     What is are four ways the output (producing language) might play in a role in the process of second language learning?

2.     State at least two evidences, Krashen mentioned adding wring to reading based methods have not been shown positive effect on language development.

3.     How club membership is acquired, and how the club membership has been shown in birdsong?

Discussion Question

What do you think about that the comprehensible output might elicit more of comprehensible input through communicating with interlocutors? (Also I am curious about that based on comprehensible hypothesis, how is it possible that learners use the monitor without output and feedback?)

If you have any questions or unclear points about my Qs, just email me.(goseoyoon@gmail.com)
Cheer up all! Better things are  coming soon.... ^ ^;;

Week 8_ Krashen's 'Monitor Model'_Group D

Hello, Group D (Hannah, Lena) :)

# There are three comprehension questions below.

1. According to the acquisition-learning hypothesis, what are the difference between 'acquisition' and 'learning'.

2. Krashen asserts that in certain circumstances, learners acts as a monitor. Find them out and give at least two examples.

3. If you say to the learner that his filter is 'up' or 'down', how will you describe each learner's attitude?


# This is the discussion question we're going to think of.

DQ : Krashen asserts that 'acquisition' and 'learning' are the way for adult learners to develop of a second language. However, he highlights that acquisition is far more important and that learning cannot turn into acquisition.

As an ESL teacher who mostly deals with L2 learners, do you agree with (underlying) his idea or not? If not, give your opinion with supporting ideas.    


If you have any questions, feel free to let me know.
I'm really sorry to upload it too late.

Have a great day!

Week 8 Post. Krashen's 'monitor model'

Hello, Group E (Haeyun, Sunyoung)

These are three comprehension questions.

      Q 1. What are the five hypothesis of Krashen's monitor model?

      Q 2. What did Krashen think the only one way to acquire language is?

      Q 3. What is the definition of 'affective filter' in Krashen's hypothesis?

This is a discussion question.

      Q 1. Do you agree Krashen's opinion that acquisition and learning are independent  

             and they don't affect each other?

Week 8 Posts._ Krashen's Monitor Model(Group B)

Hello, Group B! (Mia, Ellie, Esther)

Here are three comprehension questions I give you as a discussion leader.

Q1. According to Stephen Krashen(1982), what are five hypotheses?

Q2. Does 'Acquisition' means 'learning'? If not, what is the difference between 'acquisition' and 'learning'?

Q3. What is the Krashen hypothesis's problem?

 

And here is a discussion question. Can we prove hypotheses's evidence like affective factors?

Group A: Dianne, Seo Youn, Kimberly_Krashen's 'Monitor Model'

Comprehension Questions
1. According to Krashen, there are two ways for adult second language learners to develop knowledge of a second language. What are those and how are those two different?

2. Under which system, 'Monitor' acts? What is the purpose of monitor and when does this happen?

3. According to Krashen, what is the only way to acquire language and which level of it is appropriate for the learners to develop language?

Discussion Question
4. Within the framework of the affective filter, how can you explain imbalance of success in language learning among learners? As a ESL/EFL teacher, how can we make envrionment not to be up the learners' affective filter?

If you have any questions or unclear points regarding my questions, please don't hesitate to contact me via email, kimbk0326@gmail.com. :-)

HAPPY CHU-SEOK!!! Let's get fattttt!!!!!!

For those who have hard time to create new post.

Hello, G5.
I had hard time to create new post so I want to share the way I did.

First of all, I used Chrome which you can download at any webpage because I couldn't see '글쓰기' icon on Internet Explore webpage. Even, I was successful to create new post, however, I couldn't type letter and saw error code. I am pretty sure that you're gonna happy about Chrome's much faster speed than IE.

As you can see my email address, 글쓰기, 로그아웃 icon on the top of right side.
Click "글쓰기", write, and "게시" not "저장".

Happy 추석!

캡션 추가

Week 8 Posts._ Krashen's Monitor Model

Hello, Group C!(Emily, Tei, and Eunjoo)

There are my questions.

1. What is different between 'acquisiton' and 'learning'?

2. What is the relationship between 'the acquired system' and 'the learned system'?

3. Why did Krashen emphasize on the 'the value of undirected pleasure reading as a source of comprehensible input'?

4. Do you agree to Krashen's opinion on 'affective filter' which is 'an imaginary barrier that prevents learners from acquiring language from the available input'? ?Why and Why not?

SLA G5 Fall 2013: Week 7 Posts._ Communicative Competence

Hi Chelsea, Eunjoo, and Tei,

Welcome to READING CIRCLES.
Please read below and answer these questions.

1.  Please explain the term of communicative competence according to Hymes.

2. What are four different components or subcategories of communicative competence in Canale's Definition, please explain each competence?

3. What are interlanguage characteristics?

I'd like to discuss differences between IL development in SLA and L1 acquisition by children which Selinker issued.

Week 7 Posts.

Welcome to the SLA G5 blog!  We will use this blog for our Academic reading Circles.

The Discussion Leader will make the first post and all others will reply to the Discussion Leader's post.