{"id":1308,"date":"2020-01-23T12:12:43","date_gmt":"2020-01-23T03:12:43","guid":{"rendered":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/?p=1308"},"modified":"2020-01-29T12:23:12","modified_gmt":"2020-01-29T03:23:12","slug":"final-class-for-january-30th","status":"publish","type":"post","link":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/final-class-for-january-30th\/","title":{"rendered":"\u82f1\u8a9e\u6559\u80b2\u306e\u5b9f\u8df5\u3068\u8ab2\u984c\uff1a\uff08January 30th\uff09"},"content":{"rendered":"\n<h3 class=\"has-text-align-center wp-block-heading\">Final Assignment<\/h3>\n\n\n\n<p><strong>Purpose<\/strong><\/p>\n\n\n\n<p>The purpose of today&#8217;s class is to practice critically reading a journal article. When we write academic papers, we need to summarize and evaluate previous research. <\/p>\n\n\n\n<p><strong>Details<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Read<a href=\"https:\/\/academic.oup.com\/applij\/article\/26\/3\/376\/181397\"> Legislation by Hypothesis the Case for Task-based Instruction<\/a> by Michael Swan <\/li><li>Summarize the main points for each section (Tamotsu Sensei and Mr. Shimane can decide who will summarize which section)<\/li><li>Write a few paragraphs about which arguments of Swan&#8217;s you agree with and which areas you do not agree with. Use your knowledge of TBLT and English education to make your point!<br><\/li><\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Summary<\/h2>\n\n\n\n<h2 class=\"wp-block-heading\"> <a href=\"https:\/\/academic.oup.com\/applij\/article\/26\/3\/376\/181397\">Legislation by Hypothesis the Case for Task-based Instruction<\/a> <\/h2>\n\n\n\n<h3 class=\"wp-block-heading\">Definition and focus<\/h3>\n\n\n\n<ul class=\"wp-block-list\"><li>It examines a number of claims about TBI<\/li><\/ul>\n\n\n\n<h3 class=\"wp-block-heading\">1.2 Characteristics of TBI<\/h3>\n\n\n\n<ul class=\"wp-block-list\"><li>Instructed language learning should be based on activities focusing on meaning<\/li><li>Learner-centredness<\/li><li>Intervention is necessary to foster acquisition<\/li><li>Communicative tasks are appropriate<\/li><li>Traditional approaches are ineffective<\/li><\/ul>\n\n\n\n<p>Rationale (hypotheses from which TBI is based)<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Online hypothesis<\/li><li>Noticing hypothesis<\/li><li>Teachability hypothesis<\/li><\/ul>\n\n\n\n<p>2 THE THEORETICAL UNDERPINNINGS OF TBI<br> 2.1 Three hypotheses<\/p>\n\n\n\n<p>2.2 Empirical support<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Empirical support for the claims is sparse.<\/li><\/ul>\n\n\n\n<p>2.3 Problems with the on-line hypothesis<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>Claims for the online hypothesis come from research areas outside of Second Language Acquisition. Research comes from working memory. There is no smoking gun.<\/li><li>The claim is also undermined because people have learned languages successfully by traditional approaches.  <\/li><\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">2.4 Problems with the noticing hypothesis<\/h4>\n\n\n\n<ul class=\"wp-block-list\"><li>(1) that all second-language learning requires  the conscious noticing of linguistic elements; and (2) that what is noticed  is surface features or exemplars \u2018at a very low level of abstraction\u2019<\/li><li><\/li><\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">2.5 Problems with the teachability hypothesis<\/h4>\n\n\n\n<ul class=\"wp-block-list\"><li>Some structures are acquired later than others. Learners can only learn structures that they are developmentally ready for. <\/li><li>There is not enough empirical evidence for a definite sequence.<\/li><\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">2.6 The acquisition of what?<\/h4>\n\n\n\n<ul class=\"wp-block-list\"><li>TBI studies limit themselves to the acquisition of grammar.<\/li><li>They ignore vocabulary acquisition.<\/li><\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">2.7 Skills<\/h4>\n\n\n\n<ul class=\"wp-block-list\"><li>Language is a skill that needs to be practiced.<\/li><\/ul>\n\n\n\n<p>2.8 From theory to Pedagogy<\/p>\n\n\n\n<p>TBI retains a powerful bias  towards on-line learning at the expense of formal teaching.<\/p>\n\n\n\n<p>3 THE REJECTION OF TRADITIONAL APPROACHES<br> 3.1 The scope and focus of criticism<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>The focus of criticism is traditional approaches to language teaching.<\/li><\/ul>\n\n\n\n<p>3.2 \u2018Straw man\u2019 attacks<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>The wish to pit \u2018good\u2019 new methods against \u2018bad\u2019 old methods can lead  writers to present a caricature of traditional classroom practice with which  currently favoured approaches are contrasted to their advantage.<\/li><\/ul>\n\n\n\n<p>3.3 \u2018Traditional approaches have failed\u2019<\/p>\n\n\n\n<p>There is no evidence that traditional methods have \u2018failed\u2019. (Indeed, it is<br> hard to see what evidence there could be for such a sweeping assertion.)<br> Countless people seem to have learnt languages over the centuries through  the kind of instruction currently condemned in the TBI literature.<\/p>\n\n\n\n<p>4 TBI IN PRACTICE: THE PROBLEM OF NEW LANGUAGE<br> 4.1 The aims of language instruction<\/p>\n\n\n\n<ol class=\"wp-block-list\"><li>Selection and presentation<\/li><li>Knowledge base<\/li><li>Development of recall and deployment<\/li><\/ol>\n\n\n\n<p>4.2 The naturalistic straitjacket<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li>For upper level students, TBI is a good methodology because they have language that they can use and improve.<\/li><li>Progress means also &#8220;learning more&#8221;<\/li><\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">4.3 Where does new language come from?<\/h4>\n\n\n\n<p>TBI focuses on methodology rather than what students will learn. <\/p>\n\n\n\n<p>It seems to be commonly taken for granted that structures and lexis will be made available for learning (and presumably learnt) through interaction,task materials, \u2018focus on form\u2019, teacher intervention, pre-teaching, or  simply the rich input felt to be associated with TBI<\/p>\n\n\n\n<p><\/p>\n\n\n\n<h2 class=\"wp-block-heading\">4.4 Interaction: learning from each other<\/h2>\n\n\n\n<p>it is difficult to see how, in many classrooms, interaction can<br> reliably promote the acquisition of new material during task performance.  Unless the teacher is the interlocutor, task-based interaction may more easily uncover gaps than bridge them.<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">4.5 Other sources: pre- and post-task work, materials, the teacher<\/h4>\n\n\n\n<ul class=\"wp-block-list\"><li> Valuable new material is often introduced in Willis\u2019s post-task phase, but this is decoupled from the communicative activity which could have consolidated its acquisition. <\/li><\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">4.6 How rich is the input<\/h4>\n\n\n\n<p>TBI provides less new language<\/p>\n\n\n\n<h4 class=\"wp-block-heading\">5.1 The 3hpw learner: coverage and the case for planning<\/h4>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Final Assignment Purpose The purpose of today&#8217;s class is to practice critically reading a journal articl [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"categories":[69,112],"tags":[],"class_list":["post-1308","post","type-post","status-publish","format-standard","hentry","category-seminars-discussions","category-jissenkadaijhs"],"rttpg_featured_image_url":null,"rttpg_author":{"display_name":"James","author_link":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/author\/jhall\/"},"rttpg_comment":0,"rttpg_category":"<a href=\"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/category\/seminars-discussions\/\" rel=\"category tag\">Classes &amp; discussions<\/a> <a href=\"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/category\/seminars-discussions\/jissenkadaijhs\/\" rel=\"category tag\">\u82f1\u8a9e\u79d1\u6559\u80b2\u306e\u5b9f\u8df5\u3068\u8ab2\u984c<\/a>","rttpg_excerpt":"Final Assignment Purpose The purpose of today&#8217;s c&hellip;","_links":{"self":[{"href":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/wp-json\/wp\/v2\/posts\/1308","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/wp-json\/wp\/v2\/comments?post=1308"}],"version-history":[{"count":6,"href":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/wp-json\/wp\/v2\/posts\/1308\/revisions"}],"predecessor-version":[{"id":1315,"href":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/wp-json\/wp\/v2\/posts\/1308\/revisions\/1315"}],"wp:attachment":[{"href":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/wp-json\/wp\/v2\/media?parent=1308"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/wp-json\/wp\/v2\/categories?post=1308"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/logos.edu.iwate-u.ac.jp\/jhoffice\/wp-json\/wp\/v2\/tags?post=1308"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}