L2 LITERACY PRACTICES AND COMPUTER TECHNOLOGYFOCUSING ON JAPANESE LEARNERS’ READING/WRITING ACTIVITIES OUTSIDE THE CLASSROOM

LASC Roundtable (19/02/10)Miho Inabamina1@student.monash.edu.au

Today’s presentation

Examples from 4 Japanese learners’ literacy practices outside the classroom

1. Theoretical framework2. Methodology3. Analysis4. Concluding discussion

Theoretical Framework

Activity theory (AT) -How do learners achieve their motives by utilising mediating artifacts? Leont'ev’s hierarchy of activity (based on Lantolf and Thone, 2006)

Everyday description

AT unit of analysis Oriented toward

Why something takes place

Activity Motive, transformation of object

What is being done Action Goal

The actual doing Operation Condition(s)

Theoretical Framework

Engeström’s activity system (1999, 2001)

J-class, online communities

etc.

relationship with J-teachers, classmates, etc.

Learner

Textbooks, languages

Rules of J-class etc.

e.g. want to improve

vocabulary

The Internet

Participants

Name Frank Joshua Scott Lisa

L1 English English English English

Duration of learning Japanese

12yrs Approx. 3 yrs 7 and a half yrs Approx. 8 and a half yrs

Level of Japanese(at data collection period)

Japanese 9 Japanese 8 Japanese 8&9 Japanese 10

Experience in Japan

3-week school trip, 6-week homestay programme

None 4-week school trip

None

Data collection procedure

Data collection period: Sep 2008 – July 2009 (Frank and Lisa - 1 semester, Joshua and Scott – 2 semesters)

+

Semi-structured interview

Diary studies (one week – twice or three

times in 1 semester)

Interaction interview

What are the participants doing outside the classroom?

Classroom-related preparations for classes, quizzes, oral presentations, written assignments and speaking tests Relied on online dictionaries, Wikipedia and Google etc.

Reading Japanese Wikipedia (for the preparation of a speaking test) http://ja.wikipedia.org/wiki/

内閣総理大臣の一覧

What are the participants doing outside the classroom?

Non-classroom related Utilising SNS, browsing online discussion boards, exchange emails, searching for information & reading websites, and watching Japanese TV shows etc.

“Anime lyrics”http://www.animelyrics.com/game/chcross/chcrrd.jis

Watching Japanese TV shows http://www.youtube.com/watch?

v=ClLhr627f7c&feature=related

Analysis How does the Internet expand the opportunities of literacy practices?

Connect learners’ interests to literacy practices

Scott

J-class

The Internet

Want to know more!

Classmate

Lisa

The Internet

Want to watch!

AnalysisHow does the Internet expand the opportunities of literacy practices?

Connect Japanese learners to online communities

Facebook

Joshua

A-friends

The Internet

Facebook

Joshua

The Internet

J-speakers

Communication in Japanese

Communication in English

Analysis How does the Internet expand the opportunities of literacy practices?

Notice rules of the community

Rules

Communication in Japanese

Notice the politeness level

Analysis How does the Internet support Japanese learners’ literacy practices?

Support in L1 (English)

Nothing happens?Reading

J-texts Paper-based The Internet

Subject

Lack of Japanese

proficiency Paper

dictionary

Takes a long time!

Subject

Lack of Japanese

proficiency

Online dictionary

etc.

Easy to know E – definitions

AnalysisHow does the Internet support Japanese learners’ literacy practices?

Support in L1 (English) from community members

LiLisa

Lack of J - proficiency

The Internet

YouTube users

Comments in E

Understand the content

E - speakers who understand Japanese or J - speakers who understand

English

AnalysisHow do the Internet support Japanese learners’ literacy practices?

To provide authentic examples and cultural information – covers native speakers’ correction and teachers’ help

Subject

Native speakers, teachers

The Internet(Google) Cover the

roles?

Concluding discussion

1. The Internet expands the opportunities of spontaneous literacy practices

→ Not automatically occur. The Internet only connects learners’ interests to literacy practices.

It is necessary to arouse learners’ interests

Object

If there is no object, nothing

happens

Concluding discussion

Even if the Internet connects learners to Japanese friends on SNS, communication does not occur because …

Scott

SNS J - friends

The Internet

No object for communication

No outcome?(No communication?)

Concluding discussion

2-1. The Internet can support literacy practices in various ways →Still need teachers’ help?

2-2. The use of L1 – authentic Japanese are more accessible →What is the outcome? Continue to use L1? etc.

Needs more investigation