Flow of Tamo-san’s research
(現状 on) I Interaction and assessment at Iwate Schools → II Proposal → Research questions → III Validation (検証, answering the research questions)→ Further Development
Part I Tentative Findings of Interaction and Assessment in Iwate
- Teachers in Morioka do practice tasks: 変換タスク、短答タスク、making skits, speech, only 2 out of 20 did opinion exchange tasks
- For interaction, teachers do small talk and performance assessment of projects
- Student scores were low on the national achievement test
Part II Proposal
- Regularly do small tasks with interaction for various lesson types in the textbook: basic dialog (enhance try?), reading (share opinions), speaking, writing
- Try first(?): TPPT
- Small task → Lesson → Small task
- Idea:
- Make Pairs
- Person A: You call Tamotsu’s house. You want to speak to Tamotsu.
- Person B: You are Tamotsu’s father. Tamotsu is not home.
- Please begin.
- TSLT: One big task at the ending of each program
- Variables
- Timing within lesson (First, last?)
- Timing within the curriculum (Every lesson?, ending of program?)
- Textbook lesson type (Reading, basic dialogue, writing, speaking, project, etc.)
- Task type: Role play, information gap, picture description
- Pedagogic vs. Real-world task
- Four points:
- 1.Focus is on meaning. 意味(意味する事柄を伝えること)に主な焦点が置かれている2.Some kind of gap exists. (タスクは、何らかの「ギャップ」が存在する。)3.The participant chooses the linguistic resources to use.(タスクを行うのに必要な言語手段を参加者が選ぶ。)
- The outcome of the task is clear. (タスクの成果が明確に設定されている。)
- 1.Focus is on meaning. 意味(意味する事柄を伝えること)に主な焦点が置かれている2.Some kind of gap exists. (タスクは、何らかの「ギャップ」が存在する。)3.The participant chooses the linguistic resources to use.(タスクを行うのに必要な言語手段を参加者が選ぶ。)
Part III Validation
- Periodic assessment of students = validation
- Questionnaires to learners
- Note: We discussed Flipgrid.
Part IV Schedule
Meet with James on 10/16 and 11/6, 13:00.