Date post: | 01-Apr-2015 |
Category: |
Documents |
Upload: | remington-bowsher |
View: | 214 times |
Download: | 1 times |
Case Study of Finnish Engineering Students Attending FL-Medium Courses
Eeva Rauto Esko Johnson Vaasa Central Ostrobotnia
University of Applied Sciences Technology and Communication [email protected] esko.johnson@cop
Our first studies were carried out 2003- 2004 before current (2005-2006) research project:
in Kokkola (Johnson & Finell 2004) Survey on learners’ attitudes
Vaasa (Rauto 2003): changes in written performance
Need for Research on Tertiary Level Learnersin FL-Medium Learning Environment
Description of Earlier Vaasa 2003 Research(Rauto 2003)
What: decrease in grammatical errors in engineering students’ written
production Why: effect of FL-medium
instruction on language acquisition
How:longitudinal measurement(time span of 1.5 years)
Description of Earlier Vaasa 2003 ResearchTarget Group
H ig h e s t (N = 5)
C 1/B2In te rm e d ite (N = 1 1)
B2L o w e s t(N = 3)
B1
19 Learners
p a rticip a ting in E n g lish -m ed iu m 4-year degree program :
Description of Earlier Vaasa 2003 Research Profiency levels evened out
test 1 test 2
Changes as mean values / proficiency level group
31,33
17,67
15,1
11,5
6,6 7,0
0,00
5,00
10,00
15,00
20,00
25,00
30,00
35,00
1. Käännös 2. Käännös
erre
rr
alinkeskiylin
loloweer
Error score
Description of Earlier Vaasa 2003 Research Changes in Grammar and Vocabulary
Improvement in precentages in learners’ (N19) grammar and vocabulary scores
within 1,5 years
0 %5 %
10 %15 %20 %25 %30 %35 %40 %45 %
grammar
highest
intermediate lowest
vocabulary
proficiency levels
The differencies between proficieny levels were evened out Grammar skills: most beneficial to the lowest group Vocabulary skills: beneficial to all groups
Internationalisation at Home survey, COU (Johnson & Finell 2005) Students (n=139) stressed the benefits English-medium
education and measures to increase institution-wide multiculturalism in various ways
Most students in English-medium education (courses and programmes) reported they had learned even more English than they had expected and were happy with their instruction
Needs to improve of English-medium education: instruction was difficult to follow (cognitive load/abstractness; task complexity cf. Ellis 2003:205-240); variability of teachers’ English skills
New Research Interest in 2005
What happens to the learner’s language in a single course / module
taught in English in a mainstream Finnish-medium degree program?
The results of previous (2003-2004) studies apply to learners in degree programs taught in English.
Current Research Project 2005 – 2006
Co-operation: Central Ostrobotnia University of Applied Sciences the (Kokkola Project) Vaasa University of Applied Sciences (the Vaasa Project)
2 target groups in both projects:
Vaasa Project: VG1(N=11) VG2 (N=10/11) Kokkola Project: KG1 (N= 11) , KG2 (N=10) Total N= 43/44 learners
In contrast to previous research: Focus on shorter / less intensive exposure to target language
FL-medium module: one term / group
Research InstrumentKOK
KOLA1. Final Survey (webropol):- Learners’ self-rating on their language development- Learners’ views and opinions of the module
VAA-
SA1. Initial and Final Surveys (webropol):
- Learners’ self-rating on language development - Learners’ views and opinions of the module
Longitudinal approach2. Language Tests measuring changes in:
- Reading comprehension
- Vocabulary acquisition - Syntax
Sample survey: https://www.webropol.com/P.aspx?id=170590&cid=30579063
Current Research Set-Up
KOK-
KO-LA
Subject
Operations Management lectures and materials in English
Learners
N=13 + 10
Mostly female,
Matriculation exam Procifiency level: fairly advanced
Previous experience of FL-medium studies:
Some Learners: Yes
Language Support:
No
VAA-
SA
Corporate Planning
lectures in Finnish, materials in English
N 11+11
Mostly male
Most with Vocational school background Procifiency level: intermediate
No Yes
Research Questions (Current Research 2005 –2006)
1. The learners’ views (self-rating) of their language learning styles (Implicit / Explicit?) their language proficiency before and after (Recognize changes?)
2. What possible changes can be discovered in the learner’s target language syntax, vocabulary and reading skills by langauge tests - Vaasa project (Support results obtained by self-rating?)
3. Does exposure to L2 (English) present extra work load to learning the content in question (FL-medium module too heavy for some learners?)
4. The learners’ views and expectations of the FL-medium course: 4.1. In which conditions is (teacher) intervention necessary and how
should it be implemented?
Research Questions (Current Research 2005 –2006)
4.2. What improvements would the learners recommend? Scope for development in teaching practices?)
5. Are there possible changes in1. the learners’ motivation to use the target language self-
concept as language learners2. the learners’
6. Subject teacher’s views of learners’ academic success
7. Indvidual variables (age, sex, how much the learner uses English)
The learners’ Views of their Cognitive Language Learning Preferences (Research Question 1)
”In which way do you
learn a language best?”
Vaasa learners
(N =22)
Kokkola learners
(N =21)
By reading and listening:
somewhat or very suitable for me
18 14
By means of grammar rules:
somewhat suitable for me
5(very suitable: 1)
9 (very suitable: 3)
By studying vocabulary and grammar:
somewhat suitable for me
9/11
(VG2)
9/10
(KG2)
By studying vocabulary and grammar but also by reading and listening
2/10
(VG1)
6 /11
(KG1)
The learners’ Views of their Cognitive Language Learning Preferences
0
2
4
6
8
10
12
14
16
18
Reading andllistening VL
Grammar rulesVL
Reading andlistening KL
Grammar RulesKL
Vaasa learners Kokkola learners
The learners’ Views of their Cognitive Language Learning Preferences
Difference between Vaasa and Kokkola learners:
Vaasa Learners: use of implicit (as opposed to explicit) learning style dominant
Kokkola Learners: learners also use explicit style
”One learned English without noticing it – although it seemed difficult at first .”VG2
”One learned English without noticing it – although it seemed difficult at first .”VG2
Change in Command of Target Language Grammar: Self-rating (research question 1.2)
Kokkola learners:
(final survey) KG 1: slight negative
change (-) (contradiction in control question +)
KG2: 0 one open end
answer: ”No change in grammar because no grammar instruction was included in the course”
Vaasa learners:
(longitudinal approach) VG 1: slight posive
change (+) VG 2: slight negative
change (-)
Change in Command of Target Language Syntax: Language Test
mean before: 13,96 credit points
mean after: 14,68 credit points
Dictation, Gr 2, adults 2006
0
5
10
15
20
25
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ennen
Jälkeen
VG2
Correlation between Learning preferences
and Language Achievement?
LL-style(implicit, explicit)
Results by Measurements
Results by Self-rating
Changes in target language Syntax
??
Hypothesis: the implicit learners would have more changes in their target language grammar than explicit learners
Change in Learners’ of Grammar in relation to Language Learning Preference
Kokkola learners:
no / marginal negative change
”Real-life” use has made
the explicit-type learners
more critical and
conscious of interlanguage
deficiences
Vaasa learners:(marginal) positive changeFL-medium studies beneficial to learners preferring implicit learning process / intermediate level learners: target language grammar becoming slightly more analyzed
Changes in Vocabulary Command
Structured survey questions no clear indication of change
Vocabulary test mean before 5,43 (max score 16) mean after 7,71
Changes in vocabulary command Open-end aswers
.
“ I learned many new interesting words”KG1
“ I learned many new interesting words”KG1
“ I learned many new useful words”VG1
“ I learned many new useful words”VG1
“ I learned a lot of subject-related vocabulary (4 learners in KG2)”
“ I learned a lot of subject-related vocabulary (4 learners in KG2)”
“ One gets to know more subject-related vocabulary (VG2)
“ One gets to know more subject-related vocabulary (VG2)
“ I learned a lot of vocabulary by reading /by assisting in lessons (1 learner) /by doing tasks (3 learners) ”One learns best by reading”KG2(one learner)
“ I learned a lot of vocabulary by reading /by assisting in lessons (1 learner) /by doing tasks (3 learners) ”One learns best by reading”KG2(one learner)
Is Teacher Intervention Necessary? (research
question 4.1) ? Learners’view of Language Support Module
Vaasa learnes Language support
was provided
Kokkola learners 2 learners: ”Subject
teacher should have given feedback”.
0
2
4
6
8
10
12
14
It was useful
It was OK, but not really necessary
It was of no use to me
0
5
10
15
20
II would have needed it It could have been usefulI did not need any support
Did the use of Foreign Language Present Extra Work Load to Learning the Content in Question? (research question: 3)
Question 1: English as language of instruction/English course materials/ imposed a heavy workload for me (adapted)
Question 2:
This course should have been taught in Finnish/using Finnish-language teaching materials
Vaasa
learners (N= 21)
3/21
Kokkola
learners (N=21)
4/ 21
4/21Some learners
made a reservation:”Not, if language level is OK”
5 / 21
Did the use of Foreign Language Present Extra Work Load to Learning the Content in Question? (research question: 3)
024
68
10
1214
1618
VaasaLearners
KokkolaLearners
Extra Workload
In Finnish
not in Finnish,English was OK
.
.
” reading texts became easier and dealing with English materials presented no problem” (VG1)
” reading texts became easier and dealing with English materials presented no problem” (VG1)
Indication of Decrease of Workload
” I now read more fluently and don’t need to stop to translate the text” VG2
” I now read more fluently and don’t need to stop to translate the text” VG2
Related to Reading Texts becoming easier Self-rating and Reading Comprehension test:
marginal positive trend (both VG and KG learners)
Positive feedback from learners’ open end answers:
Workload Imposed by FL-Medium Studies Summary
Response to Structured questions and open-end answers support each other: the majority did not consider the work load to be too heavy
Results encouraging but more evidence needed
.
.
I understood surprisingly well what the text dealt with although I don’t think very highly of my language proficiency. (KG1))
I understood surprisingly well what the text dealt with although I don’t think very highly of my language proficiency. (KG1))
I understood more English than I had originally thought (KG1)
I understood more English than I had originally thought (KG1)
” ”it was nice to notice that reading English texts presented no problem , (VG1)
” ”it was nice to notice that reading English texts presented no problem , (VG1)
Indication of Increase of Self-Conceptpositive feedback form learners’ open end answers:
Language learning motivation and the learner’s self-concept
Language learning motivation is multidimensional (e.g. personal, social) and situational, and it has various orientations: intrinsic, integrative and instrumental motivation
Language learner’s self-concept (“kieliminä”) is my perception of myself as a language learner: general, language specific, and task-specific perceptions/beliefs
Motivational orientation, experience of teaching and learning, affective/emotional and efficacy aspects have an important role in foreign language learning (e.g. Kantelinen 1995)
Improvements Suggested by Learners (cf. Research Question 4.2 )
Explaining concepts and giving vocabulary support : language teacher or subject teacher?
By providing some vocabulary related support, because finding professioanally related vocabulary was difficult to find so a lot turned out to be guess-work (K G1)
By providing some vocabulary related support, because finding professioanally related vocabulary was difficult to find so a lot turned out to be guess-work (K G1)
If a vocabulary list was provided in the beginning of the course it would help a lot. Particularly (KG1)
If a vocabulary list was provided in the beginning of the course it would help a lot. Particularly (KG1)
Vocabulary should be explained in the classes (VG1)
Vocabulary should be explained in the classes (VG1)
More vocabularies should be provided (3 learners; VG2)
More vocabularies should be provided (3 learners; VG2)
Habit acquired from ESP-classes?
Improvements Suggested by Learners
5
There should be opportunities for speaking. . We could discuss in teams so it would be more pleasant for everybody. (KG1)
There should be opportunities for speaking. . We could discuss in teams so it would be more pleasant for everybody. (KG1)
I was satisfied with the course but more opportunities for speaking (VG2)
I was satisfied with the course but more opportunities for speaking (VG2)
One learns by speaking, more chances for practising (VG2)
One learns by speaking, more chances for practising (VG2)
More possibilities for practising output (Swain’s (1985) output-hypothesis
Changes in Language Proficiency Minor changes in learners’ productive language skills
Short period of exposure to L2 (English): Learners resources spent on reading comprehension (cf.
“intake”-hypothesis)
Some changes in learners’ receptive skills > evidence of workload becoming smaller
Summary of results
No clear evidence in learners’ self-concept as language learners and motivation. Contradiction in self-rating and open-end answers: more evidence needed
Summary of results Learners’ Recommendations and Preferences
More opportunities for speaking (output hypothesis)
Teacher intervention preferred More English-medium modules (1 learner)
If more courses were given in English, the exchange students could participate in them. Then we would have no other options but use English “VG1
If more courses were given in English, the exchange students could participate in them. Then we would have no other options but use English “VG1
Summary of results Learners’ attitude to FL-Medium Instruction:
Mainly positive feedback from open-end answers
Some critique
KG2 learners)… ”I did not learn so much because the teacher did not always speak correct English”.
KG2 learners)… ”I did not learn so much because the teacher did not always speak correct English”.
On the hand: ”The teacher spoke in simple terms and it was easy to understand her”
On the hand: ”The teacher spoke in simple terms and it was easy to understand her”
Conclusions
More evidence needed Some survey questions difficult to process on
metacognitive level: open end answers more reliable data
Encouraging results from the view-point of implementing these modules The learners would recommend the courses for
next year-students Some thought that participation in the course is a
good way of learning a language > didactic method
” More FL-medium teaching should be included in the degree program because that is the way to learn the language better”KG1
” More FL-medium teaching should be included in the degree program because that is the way to learn the language better”KG1
Setting up a co-operative project To find more evidence on
Different degrees of intensity of exposure / duration and language outcome
To establish a large-scale database with different L1 backgrounds
Possibly an EU project with several participating countries (models, experimentation, follow-up research?)
LiteratureEllis, R. (2003) Task-Based Language Learning and Teaching. Oxford: Oxford University Press.
Johnson, E. & Finell, P. ( 2005). Se tuo kansainvälisyyttä, erilaisuutta ja vaihtelua”.Opiskelijoiden käsitykset Keski-Pohjanmaan ammattikorkeakoulusta kansainvälisenä opiskelu- ja oppimisympäristönä. In H. Aho (ed) Sovellusta optimaalisen tasapainon saavuttamiseksi. Opettaja oman työnsä tutkijana II symposiumiin artikkelit. Keski-Pohjanmaan ammattikorkeakoulu. A: Tutkimusraportteja-Forskingsraporter 47-55.
Kantelinen, R. (1995). Ruotsin kielen opiskelumotivaatio ammatillisessa koulutuksessa. Tutkimus koti- ja laitostalousalan opiskelijoiden opiskelumotivaatiosta ja siihen yhteydessä olevista tekijöistä. Joensuun yliopisto. Kasvatustieteellisiä julkaisuja N:o 21.
Rauto, E. (2003) Välikielen kehitys vieraskielisessä opetuksessa. Tutkimus muutoksista englannin kieliopin hallinnassa. Jyväskylän yliopisto. Soveltavan kielentutkimuksen laitos. Available also at http://selene.lib.jyu.fi:8080/julpu/9513915425.pdf (with English summary)
Swain, M. 1985. Communicative Competence: Some Roles of Comprehensible In put and Comprehensible Output in its Development. Teoksessa S. Gass & C. Madden (toim.) Input in Second Language Acquisition. Rowley, MA: Newbury House, 235-253.
Appendix: Interesting Learner Profiles
Learners 2, 3 and 4 (Vaasa adults) show positive development
in syntax, (figure 1), vocabulary (figure 2) and reading
comprehension (figure 3) Was these learners’
motivation higher than that of others?
Dictation, Gr 2, adults 2006
0
5
10
15
20
25
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Ennen
Jälkeen
Vocabulary Test 2 Gr 1 and G2) before and after
0
2
4
6
8
10
12
14
16
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
before
after
Reading Comprehension Gr 1 and Gr 2 (all tests) 2006
0
5
10
15
20
25
30
35
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
learners 1-7 = adults; 8-16= young adults
po
ints
(p
art
1 a
nd
pa
rt 2
)
Before
After