Independent Research: Language Learning Johnathan Lansing Gary Knoll Laoleng Xiong Keisuke Nishimoto 2006 Design, Learning and Collaboration

Agenda Introduction Four perspectives of learning: –Informal and formal learning –“Learning about” and “learning to be” –Exploration of different aspects of learning –Tools for learning vs tools for living Conclusion Questions

Introduction Our focus is on second language learning of adults and children We studied the topic from four perspectives: –Informal and formal learning (Leng) –“Learning about” and “learning to be” (Kei) –Exploration of different aspects of learning (John) –Tools for learning vs tools for living (Gary) These four perspectives are mutually related, and we will show these relationships in terms of “motivation factor.”

Agenda Introduction Four perspectives of learning: –Informal and Formal learning –“Learning about” and “learning to be” –Exploration of different aspects of learning –Tools for learning vs tools for living Conclusion Questions

Informal vs. Formal Learning Formal Learning –Happens in a classroom, same Teacher/Students. –Long periods of study. –Strict pre-approved curriculum. Informal Learning –Happens in open environments. –Short periods of study. –Loosely guided learning.

Examples of Learning Formal Learning –Classroom learning, with structure and guidance. –Has a certified/educated Instructor/Teacher. Informal Learning –On the job training or work-related.

Motivational Factors Learning factors for children. –Formal classroom is mainly extrinsic. –Informal learning is mainly intrinsic. –Combination of both types. Learning factors for adults. –Less formal and more informal. –Learning more driven by intrinsic motivation. –More clear distinction based on context.

Successful Learning Best approach seems to be a combination of both Formal and Informal learning. Neither one is better than the other, but best together. Adult learning lacks a Formal context. Represents language learning.

Successful Language Learning Combination of both written and spoken. Needs formal education to learn correctly: –Grammar –Sentence Structure –Spelling Needs informal interaction to improve: –Pronunciation –Diction –Complete understanding

Agenda Introduction Four perspectives of learning: –Informal and formal learning –“Learning about” and “learning to be” –Exploration of different aspects of learning –Tools for learning vs tools for living Conclusion Questions

About “Learning about” and “Learning to be” “Learning about” –students learn as an outsider, mainly focusing on acquiring knowledge about a subject, e.g. typical classroom lecture with textbook where students remain passive “Learning to be” –students learn as a practitioner, by actually performing a subject, e.g. learning physics by performing an experiment They are not binary choices, rather two edges of spectrum In this research, we focused on language learning in study abroad context, with interviews with Japanese students studying English here.

Findings from Interview While they were in Japan, nobody had opportunity to use English outside classroom. Everyone tried to seek for opportunity to use English in US, even though they attended classes there. –One interviewee moved out twice to increase the level of immersion –Another interviewee quit his school and turned to a private lesson Everyone thought they should have studied more, especially grammar and vocabulary, before coming to US

“Learning about” in Language Learning Classroom lectures with textbook, mainly focusing on reading, writing and grammar Not very motivating to students if they don’t see how the knowledge learned can be used in life Thus, in general main motivating factor is extrinsic, such as passing exam, marking higher test score etc. Still, “learning about” gives a necessary basis to start “learning to be”

“Learning to be” in Language Learning “learning to be” is tough. –Gap between the level of English skills that students have and those required to get involved in social activities –Prone to ‘breakdown’ –Should be driven by strong intrinsic motivation Classroom settings can be “Learning to be” e.g. teaching topics in English Good scaffolding is necessary to support immersion into local life Some skills, especially grammar and sometimes vocabulary, may better be acquired by “learning about”

Agenda Introduction Four perspectives of learning: –Informal and formal learning –“Learning about” and “learning to be” –Exploration of different aspects of learning –Tools for learning vs tools for living Conclusion Questions

Motivation’s Role in Learning Two types of motivation –Extrinsic, driven by extrinsic and material rewards –Intrinsic, driven by internal factors and intrinsic rewards Motivation is the largest force behind actually learning something

Song and Play in Language Learning Study to see how physical activities (games and songs) affected language learning in children –Concluded that it had a positive impact –Seemed to create some kind of internal motivation –Can this method be applied to adults?

Alpine Higher education project to change the ways universities teach languages Discovered that most adults learn languages for purely intrinsic reasons –However parents want their kids to learn foreign languages for extrinsic reasons High education should change perception of students to coincide with this

Children vs. Adults If motivation is high… And adults use memory exercises… And adults use pronunciation exercises… There’s no reason why adults can’t learn a language as easily as children (according to Alpine studies)

The Big Problem The right type of motivation is often not present in adults “Social” motivation is determined to be the best type of motivation for language learning Should create educational frameworks that encourage this type of motivation, and provide opportunities for adults to practice memory and pronunciation

Agenda Introduction Four perspectives of learning: –Informal and formal learning –“Learning about” and “learning to be” –Exploration of different aspects of learning –Tools for learning vs tools for living Conclusion Questions

Tools For Learning Provide a level of scaffolding fading –“enable the learner to do more than he or she would alone” – Roy D. Pea Example: toddler walking toy After fading the tool is no longer used by person. –This leaves the tool very static in its role and functionality

Tool for Living Based on Distributed Intelligence Allow people to engage in activities they would otherwise not participate in Dependency Issues? –The benefits of the tools usually outweigh the dependency cost. Extreme Case: wheel chairs for the elderly, seeing eye dogs for the blind

Language Tools for Learning Many software packages available Previous problems with software –recognition performance, pronunciation recognition Improvements in intonation and stress have improved these areas as well as syntactic and semantic intelligibility

Language Tools for Living German Project Verbmobil ~$165M Project Bidirectional spontaneous language translation English, German, and Japanese. 2,500+ word vocabulary focused on business travel Play Video!

Summary Tools for living and tools for learning each have their domain Personal Ideas –The reliability of computer technologies reduces many dependency issues –The development of tools for living should not be viewed as a crutch but as an aid in making life easier or more effective.

Agenda Introduction Four perspectives of learning: –Informal and formal learning –“Learning about” and “learning to be” –Exploration of different aspects of learning –Tools for learning vs tools for living Conclusion Questions

Motivation Patterns Intrinsic MotivationExtrinsic Motivation Formal learning Learning about Tools for living Informal learning Learning to be Tools for learning Social Motivation: Mixture of two types of motivation

Conclusion A person with social motivation would be more successful in learning a foreign language, because he/she can benefit from both types of learning (formal/informal, about/to be)

Questions?