Finer tunes in schools: From Learning English to using
English to learn
Anthony K K Tong Faculty of Education
The University of Hong Kong
A lead-in question:
What makes good language
learning?
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.)
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
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.
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.
(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.
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.
Willis’ conditions for language
learning
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?
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.
Conditions for language learning:
a revised model for most students in Hong Kong
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.
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
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
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)
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
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)
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
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
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.
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.
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?
Thank you!
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.
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.
Challenges for English teachers