• 沒有找到結果。

English to learn

N/A
N/A
Protected

Academic year: 2022

Share "English to learn"

Copied!
28
0
0

加載中.... (立即查看全文)

全文

(1)

Finer tunes in schools: From Learning English to using

English to learn

Anthony K K Tong Faculty of Education

The University of Hong Kong

(2)

A lead-in question:

 What makes good language

learning?

(3)

Jane Willis (1996) argues that successful language learning relies on four key conditions:

Exposure

Use

Motivation; and

Formal instruction

(Willis, J. 1996. A framework for task-based learning.

Longman.)

(4)

Exposure

Exposure primarily refers to language and texts the learner listens to or reads.

Learner has to be exposed to a target language rich environment

language rich environment.

Learning in such an environment is largely subconscious.

Learning is possible when the exposure

(5)

Use

Learners need “opportunities to communicate what they want to say and express what they feel or think”.

Through interacting with others in the target g g g language, they can learn a range of language skills which they use to get things done.

Use can also be understood us the language the learner produce: oral or written texts.

(6)

M otivation

“…motivation to process the exposure they receive and motivation to use the target

language as often as possible…”

If students have no personal long-term

motivation, teachers can select topics and activities that serve to motivate them in the short term.

(7)

(Formal) Instruction

Instruction

encourages the learners to focus on language features, which in turn speed up the language development.

raises learners’ awareness of language form and language features.

helps to address individual differences through, for example, enhancing learners’

understanding of their own learning needs and learning strategies.

(8)

Necessary and desirable conditions

Of the four conditions, only three of them are considered necessary. They are:

Motivation Use

Use

Exposure

Formal instruction is considered desirable but not necessary.

(9)

Willis’ conditions for language

learning

(10)

The case of Hong Kong

While most researchers and language

teachers would agree to the four conditions for effective language learning, the question many would ask:

To what extent, can we apply this model of language learning to Hong Kong?

(11)

Luke & Richards (1982). English in Hong Kong:

functions and status.

Hong Kong was once described as a Diglossia without bilingualism.

Now Triglossia without trilingualism?Now Triglossia without trilingualism?

The Bottom line is: English is not a necessity to access all the key social facilities in HK.

(12)

Conditions for language learning:

a revised model for most students in Hong Kong

(13)

Conditions for language learning in Hong Kong

In light of the revised model, we can re- examine the conditions for language

learning in Hong Kong.

To move forward, we may also wish to

identify the disconnects in the present

scenario.

(14)

Exposure at different level

Learners’ contact with English at societal level

Learners’ contact with English in the schoolLearners contact with English in the school

Learners’ contact with English in the classroom

(15)

Exposure to English

Exposure is not as rich at societal level

At school and classroom level, input is often not comprehensible to the learners i.e. texts not comprehensible to the learners i.e. texts most students are given in the English

lessons are often way beyond their present level

(16)

Use: different uses (1)

Using English to get things done (societal)

Using English to pass exams (societal &

school) school)

Using English to complete language exercises (classroom)

(17)

Use: different uses (2)

For many learners, English as a subject is the only channel in which they are exposed to or asked to use English

What is learned is General English Everyday

What is learned is General English -- Everyday

English (e.g. topics, themes, language points, lexis)

Not enough emphasis on making learners produce (i) texts; (ii) different text types; and (iii) in different

modes

(18)

Motivation at different levels

Interest in attending English lessons

English as a fun subject (integrative)

Seeing the usefulness of English as a tool for further studies (instrumental)

(19)

The fine-tuning of MOI initiative

The initiative can be regarded as an opportunity to enhance the learning of English in Hong Kong if we can make adjustment in our schools to enhance

Learners’ Exposure to English

Learners’ opportunities to Use English

Learners’ Motivation to learn and use English

(20)

Enhanced Exposure, Use and Motivation

Exposure: Comprehensive Input

Use: Extend the use of English to learning (an)other subject(s)

(an)other subject(s)

Motivation: Motivation enhanced through the reduction of gap between exposure and use

(21)

In sum, the new initiative can

• help to expand students’ Exposure to the target language;

•provide students more opportunities to use English in a purposeful manner;

use English in a purposeful manner;

•become a means to enhance students’

motivation to learn English.

(22)

A way forward for teachers of English

Look at the profession of teaching English in a wider context to take a step forward.

Work in a collaborative manner with subject teachers to provide learners with additional opportunities to learn and use English in the school.

Enhance teachers’ own understanding of the specific nature of academic English.

(23)

Challenges for English teachers

Can we move further away form “teach to test or exam” and adopt a more learner-centred approach?

Overall, can we teach less English but make sure students learn and retain better?

Can we allow class time for English Across the curriculum?

(24)

 Thank you!

(25)

Challenges for English teachers

If we move further away from “teach-to- test” and adopt a more learner-centred approach we will be more ready to

approach, we will be more ready to

provide learners with input which is

comprehensible to them.

(26)

Challenges for teachers of English

If we try to teach less but make learners retain better, it is very likely that we can enhance learners’ motivation to learn

enhance learners motivation to learn

and use English.

(27)

Challenges for English teachers

If we allow class time for English across the Curriculum, we can help learners

see better the usefulness of learning

English; the notion of English can be

English; the notion of English can be

expanded from a subject to a useful

learning tool.

(28)

 Thank you!

參考文獻

相關文件

• enhance teachers’ capacity to integrate language arts rich in cultural elements into the school- based English language curriculum to broaden students’ understanding of the

Students are provided with opportunities to learn and develop the skills, strategies and confidence needed to participate in Guided and Independent Reading as well as the

Using Information Texts in the Primary English Classroom: Developing KS2 Students’ Reading and Writing Skills (New). Jan-Feb 2016

one on ‘The Way Forward in Curriculum Development’, eight on the respective Key Learning Areas (Chinese Language Education, English Language Education, Mathematics

In 2006, most School Heads perceived that the NET’s role as primarily to collaborate with the local English teachers, act as an English language resource for students,

 Tying in with the modules and topics in the school-based English Language curriculum, schools are encouraged to make use of the lesson plans in the resource

Students read the adapted version of the fable “The Lion and the Mouse” to learn to be grateful and the English saying of wisdom “One good turn deserves another.” Teachers

• Tying in with the modules and topics in the school-based English language curriculum, schools are encouraged to make use of the lesson plans in the resource