ActionResearchintheSouthAsianLanguageClassroomPPT教學(xué)課件

1、Goals of the workshop To introduce you to the concept of action research To give you notions about how to do action research To work closely on what makes a researchable question and show you data from several research projects To talk about disseminating results (reports, publication) To talk about

2、 getting funding to further research and teaching innovation To brainstorm with you areas you might research to inform your teaching or other efforts in language learning第1頁(yè)/共65頁(yè)第一頁(yè)，共66頁(yè)。Private reflection: 2 minutes 1. What language learning matters do you want to know more about? 2. What problems

3、with your teaching might you like to investigate?第2頁(yè)/共65頁(yè)第二頁(yè)，共66頁(yè)。What is Action Research? Method of investigating problems in their naturally occurring contexts. Its process is: Progressive Iterative Reflective第3頁(yè)/共65頁(yè)第三頁(yè)，共66頁(yè)。What are the goals of Action Research? It attempts to understand problem

4、s in real-life situations, i.e. non-laboratory settings It aims to improve how people address issues and to solve problems. 第4頁(yè)/共65頁(yè)第四頁(yè)，共66頁(yè)。How does Action Research differ from Empirical Research? Empirical research tests theories Action research balances problem-solving actions with data-driven re

5、search to inform future action第5頁(yè)/共65頁(yè)第五頁(yè)，共66頁(yè)。Who participates in action research? Researchers Instructors Students or other learners Administrators Observers or others who interact in the learning community第6頁(yè)/共65頁(yè)第六頁(yè)，共66頁(yè)。Human Subjects approval needed for use beyond instructional situationReview

6、 aims to foresee how findings might be used and limit their use appropriately ensure understanding by participants protect against power status relationships provide anonymity第7頁(yè)/共65頁(yè)第七頁(yè)，共66頁(yè)。Human subjects review committees You will need to specify how you will conduct the research, including all q

7、uestionnaires, etc. This review takes time and generally requires revisions. Leave a couple of months, ideally. If more than one institution is involved, need to go through review by each institution If participants are under 18, need to clear with parents.第8頁(yè)/共65頁(yè)第八頁(yè)，共66頁(yè)。Outline of Workshop Consid

8、er a series of researchable questions involving: Student goals for studying South Asian languages Relationship of student goals for South Asian languages to National Standards Language learning during study abroad (French) A communicative Hindi language lesson An online Urdu lesson Chat interaction

9、in class (Italian) Talk about writing research notes, articles and grants Brainstorm your ideas for action research第9頁(yè)/共65頁(yè)第九頁(yè)，共66頁(yè)。Researchable Questions Why do students take this language? What do they want from the class?第10頁(yè)/共65頁(yè)第十頁(yè)，共66頁(yè)。More specifically What are their language learning goals?O

10、R What reasons do students give for foreign language study?第11頁(yè)/共65頁(yè)第十一頁(yè)，共66頁(yè)。Student survey from the Language Institute, UW Madison RQ: What reasons do students give for foreign language study?Written survey done in class early in semester1821 students, all languages UW Madison第12頁(yè)/共65頁(yè)第十二頁(yè)，共66頁(yè)。Qu

11、estionnaire7. What are your motivations for taking this beginning language course? (Mark ALL that apply)0. degree requirement1. personal interest and enjoyment2 curiosity3. small classes and making friends4. societal responsibility5. family background 6. use in my future career7. to strengthen appli

12、cation for graduate or professional school8. future travel8. What is your primary motivation for taking this beginning language course? (Mark only ONE)0. degree requirement1. personal interest and enjoyment2 curiosity3. small classes and making friends4. societal responsibility5. family background 6

13、. use in my future career7. to strengthen application for graduate or professional school8. future travel第13頁(yè)/共65頁(yè)第十三頁(yè)，共66頁(yè)。第14頁(yè)/共65頁(yè)第十四頁(yè)，共66頁(yè)。第15頁(yè)/共65頁(yè)第十五頁(yè)，共66頁(yè)。What is your PRIMARY motivation for taking this beginning language course? degree requirement24%personal interest, enjoyment, curiosity44%

14、small classes and making friends0%societal responsibility1%family background6%needs of my future career12%desire to strengthen application for graduate or professional school3%future travel, including study abroad9%other, write in here1%n=1,821Language Institute, UW Madison第16頁(yè)/共65頁(yè)第十六頁(yè)，共66頁(yè)。Seconda

15、ry question Is there a difference between the reasons students study LCTLs and CTLs?第17頁(yè)/共65頁(yè)第十七頁(yè)，共66頁(yè)。What is your PRIMARY motivation for taking this beginning language course?2%9%3%11%8%1%0%48%18%1%8%3%15%2%1%35%35%0%10%20%30%40%50%60%otherfuture travel, including study abroadto strengthen my appl

16、ication for graduate or professionalschooluse in my future careerfamily backgroundsocietal responsibilitysmall classes and making friendspersonal interest, enjoyment, curiositydegree requirementCTLLCTLN=1,710, nLCTL=1,166, nCTL=544chi-square Pr =. 000Language Institute, UW Madison第18頁(yè)/共65頁(yè)第十八頁(yè)，共66頁(yè)。

17、第19頁(yè)/共65頁(yè)第十九頁(yè)，共66頁(yè)。In groups by language 1. Review what the data says 2. What researchable question would you ask of the data? 3. Find a way to present the data for your language only to the whole group (chart, table, oral report, etc.) 4. Select a group member to do the presentation第20頁(yè)/共65頁(yè)第二十頁(yè)，共6

18、6頁(yè)。Keeping track of data Limit amount of data you collect to what is most important Spread sheets, use hide column liberally to juxtapose data sets Consider labels very carefully. Keep key for any code names Be consistent between instruments (survey) and data displays: words and numbers Binder with

19、dated entries Back it all up !第21頁(yè)/共65頁(yè)第二十一頁(yè)，共66頁(yè)。Researchable Question What do students want to learn? Do the National Standards reflect this?第22頁(yè)/共65頁(yè)第二十二頁(yè)，共66頁(yè)。National Standards for Foreign Language Education第23頁(yè)/共65頁(yè)第二十三頁(yè)，共66頁(yè)。Student survey from Language Institute, UW Madison Do students have

20、language learning goals that are represented in the National Standards for Language Learning? How do students goals correspond with each of the 5 Cs?第24頁(yè)/共65頁(yè)第二十四頁(yè)，共66頁(yè)。第25頁(yè)/共65頁(yè)第二十五頁(yè)，共66頁(yè)。Sorting data How might we look at the data to answer the question “How do student goals correspond with each of

21、 the 5 Cs?” How might we use the data to compare across languages? In language groups, work with the data and prepare to present it to the whole group.第26頁(yè)/共65頁(yè)第二十六頁(yè)，共66頁(yè)。How could you organize this data for analysis?Work in groups of three to make 2 suggestions.第27頁(yè)/共65頁(yè)第二十七頁(yè)，共66頁(yè)。Researchable Ques

22、tion What factors are related to students improvement in speaking when studying abroad? What background information might you need from students? What might you do with students to answer this research question?第28頁(yè)/共65頁(yè)第二十八頁(yè)，共66頁(yè)。Participants (n=24)ProgramParisn=13Montpelliern=11GPA3.5-4.0n=73.0-3.

23、4n=112.5-2.9n=4Not reportedn=2Prior CoursesTo fourth semestern=8To fifth semestern=4To sixth semestern=3Major leveln=9Living arrangementsFamilyn=11Apartment, Frenchn=2Apartment, non-Frenchn=4Dormitoryn=7第29頁(yè)/共65頁(yè)第二十九頁(yè)，共66頁(yè)。Pre and Post OPI scoresopi results prior to programint highint midint lowCoun

24、t201001167Wilcoxon signed ranks test: 136 Z: -3.624p-value (2-tailed): .002* (significant at =.05)opi results after programadv lowint highint midint lowCount12108642066111第30頁(yè)/共65頁(yè)第三十頁(yè)，共66頁(yè)。Can-Do Scale Students felt more confident in their interactions with native French speakers Can-Do Category: I

25、nteracting in French (sustaining everyday casual and polite interactions)Post test casual conPretest casual conv.Post test polite conPretest polite conv.0=very difficult 1=some difficulty 2=not difficult1.01.1 Increase in means:第31頁(yè)/共65頁(yè)第三十一頁(yè)，共66頁(yè)。Doing the analysis Which

26、factors might you compare with which other factors?第32頁(yè)/共65頁(yè)第三十二頁(yè)，共66頁(yè)。Prior Coursework and ImprovementIncrease in means:Mann Whitney U Test: 35 Z: -2.268 p-value: .038total improvement on opi scaleup two levelsup one levelup 0 levelsMean courses taken prior to program3.02.52.0Major levelSix

27、th semesterFifth semesterFourth semester第33頁(yè)/共65頁(yè)第三十三頁(yè)，共66頁(yè)。Living arrangements and improvement on OPIIncrease in meansliving arrangements during study abroadw/non-French speakerw/French speakersMean total improvement on opi scale.8.7but no statistical significance.Mann Whitney U Test: 58.5Z

28、 : -.80p-value: .295 ns第34頁(yè)/共65頁(yè)第三十四頁(yè)，共66頁(yè)。Researchable Question What is really most important for students in study abroad, in their opinions? When students look back, what do they think study abroad did for them?第35頁(yè)/共65頁(yè)第三十五頁(yè)，共66頁(yè)。Email Letter of request Dear Former Participant on UW Madison Stud

29、y in France, You will remember that during your study abroad in Paris and Montpellier in 2003, Professor Sally Magnan gave you an oral interview and asked you to fill out some questionnaires. She and I are doing a follow up on that information. Could you please answer the 5 questions below, as brief

30、ly or in as much detail as you wish? It is better to do the questionnaire now and quickly than to put it off and not get back to it. We truly appreciate your time. Your reflections will assist us greatly. If you have any questions, feel free to email me, or contact第36頁(yè)/共65頁(yè)第三十六頁(yè)，共66頁(yè)。Questions to pa

31、rticipants1. Looking back on your time in France, what encounters with French do you think were the most helpful in developing your speaking ability (e.g., meeting French speakers in stores, having French friends, living with a French family or roommates, reading novels, watching TV, etc.) 2. After

32、finishing your study abroad program, did you continue to use French and to have contact with native French speakers (either while you were outside or inside the United States)? In what ways? 3. If you could redo your study abroad experience, what would you change? What would you keep the same? 4. To

33、day, nearly two years after your study abroad experience, what is France and its culture for you? How did your time in France influence these perceptions? 5. How did your study abroad experience help shape who you are today? 第37頁(yè)/共65頁(yè)第三十七頁(yè)，共66頁(yè)。第38頁(yè)/共65頁(yè)第三十八頁(yè)，共66頁(yè)。Finding themesWork in groups of 4.F

34、or your assigned question (1-5), study the answers to deduce themes for the analysis.Be prepared to report your theme(s) to the group.第39頁(yè)/共65頁(yè)第三十九頁(yè)，共66頁(yè)。Keeping track of data 2 Color coding Numerical coding for themes, with KEY Store in shelf or file cabinet ? Back it all up on web space, USB hard

35、drive, CD or DVD, send yourself data attachment in email (if you have a lot of storage!)第40頁(yè)/共65頁(yè)第四十頁(yè)，共66頁(yè)。Documenting Teaching Innovation Purpose To improve teaching To build teaching dossier To offer as teacher training materials As data for grants and future projects For publication Textbooks New

36、sletters Journals第41頁(yè)/共65頁(yè)第四十一頁(yè)，共66頁(yè)。Lesson plan: HindiMingling activity: Students will be provided a sheet, using this they will need to collect the information from their classmates. WHO WANTS TO DO WHAT?PlacesActivitiesPersons nameYes/ NoWhyMadisonHindi movie on this SaturdayMadisonFarmers market

37、 when?New YorkArt-Museum when?ChicagoAquarium when?IndiaDinner with Shahrukh Khan when?After collecting the information they will be asked randomly (5 minutes) (2-3 people about their findings)Brajesh Samarth, UW Madison第42頁(yè)/共65頁(yè)第四十二頁(yè)，共66頁(yè)。Hindi class: Consider research possibilities What might we l

38、ike to know about this lesson? What research questions could we ask to get at this information? How might we know when we have answered these research questions or not?第43頁(yè)/共65頁(yè)第四十三頁(yè)，共66頁(yè)。Hindi class slide 1 Video to be played during the workshop第44頁(yè)/共65頁(yè)第四十四頁(yè)，共66頁(yè)。Hindi class slide 2 Video to be pl

39、ayed during the workshop第45頁(yè)/共65頁(yè)第四十五頁(yè)，共66頁(yè)。Hindi class: Consider the lesson What type of activity is being done? How is the room set up? How does the instructor interact with students? What standards are students practicing? What modes?第46頁(yè)/共65頁(yè)第四十六頁(yè)，共66頁(yè)。National Standards for Foreign Language Edu

40、cation第47頁(yè)/共65頁(yè)第四十七頁(yè)，共66頁(yè)。COMMUNICATIONINTERPERSONAL. Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.INTERPRETIVE. Students understand and interpret written and spoken language on a variety of topics.PRESENTATIONAL. Students pre

41、sent information, concepts, and ideas to an audience of listeners or readers on a variety of topics第48頁(yè)/共65頁(yè)第四十八頁(yè)，共66頁(yè)。 What research questions might we ask now?第49頁(yè)/共65頁(yè)第四十九頁(yè)，共66頁(yè)。What questions? What data? How to organize it for analysis? In pairs, list 3 types of data you find in this clip. What

42、research questions could you answer with this data? How would you organize and store the data?第50頁(yè)/共65頁(yè)第五十頁(yè)，共66頁(yè)。Online Urdu What skills can online instruction work with well? What are some issues about language processing with online lessons that you might want to investigate?Language Institute, UW

43、 Madison第51頁(yè)/共65頁(yè)第五十一頁(yè)，共66頁(yè)。第52頁(yè)/共65頁(yè)第五十二頁(yè)，共66頁(yè)。第53頁(yè)/共65頁(yè)第五十三頁(yè)，共66頁(yè)。第54頁(yè)/共65頁(yè)第五十四頁(yè)，共66頁(yè)。Worth Chat Data What are students doing in this activity? What pedagogical issues do you see? What research questions could you ask? How might you analyze them?第55頁(yè)/共65頁(yè)第五十五頁(yè)，共66頁(yè)。第56頁(yè)/共65頁(yè)第五十六頁(yè)，共66頁(yè)。Keeping trac

44、k of data 3 Use tables with line numbers, student talk, and codings Make pseudonyms meaningful and appropriate to tell the story Keep list of participant names and pseudonyms. Always use SAME pseudonym Date each version of your work第57頁(yè)/共65頁(yè)第五十七頁(yè)，共66頁(yè)。Where to publish 1. Organization newsletters or

45、magazineForeign Language Educator (ACTFL) 2. Conference proceedings 3. Refereed journalsNCOLCTL journal or language society journalForeign Language Annals (ACTFL)Modern Language Journal 4. Book chapters 5. Online sources, refereed (LL&T) or not第58頁(yè)/共65頁(yè)第五十八頁(yè)，共66頁(yè)。The publication process 1. Send to editor following submission guidelines 2. Editor reads abstract & references; maybe full manuscript; and selects referees 3. Referees read carefully and write report to editor and author 4. Editor makes publication decision第59頁(yè)/共65頁(yè)第五十九頁(yè)，共66頁(yè)。What reviewers look for 1. So