“4ing” Motivating writing teaching K. Buyse (K.U.Leuven & Lessius Hogeschool)
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Transcript of “4ing” Motivating writing teaching K. Buyse (K.U.Leuven & Lessius Hogeschool)
“4ing”
Motivatingwriting
teaching
K. Buyse (K.U.Leuven & Lessius Hogeschool)
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 2
1-2-3-4
“1 ing”
“2 ing”
“3 ing”
“4 ing”
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 3
“1 ing”: Teaching 2000+
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 4
“2 ing”: Teaching writing (i)
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 5
“2ing”: Teaching writing (ii)
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 6
“2ing”: Teaching writing (iii)
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 7
“2 ing”: Teaching writing (iv)
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 8
“2 ing”: Teaching writing (v)
Default teaching FL writing at a micro level (student-teacher): in a traditionally one-to-one communication
using traditional tools = manually underlined and/or annotated text no systematic annotation discouraging (the “Red Sea”) low return: time-consuming, inefficient
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 9
“2 ing”: Teaching writing (vi)
normative error marking (not aiming at the assimilation of typical Spanish structures)
purely skill oriented training – at the expense of more cognitive and metacognitive aspects –
Default teaching FL writing at a meso- and macro- level (career, institution / BaMa): not embedded in a research environment
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 10
“2 ing”: Teaching writing (vii)
nor in a overall view on language acquisition and learning
no well-founded insight in + and - characteristics output writing per career level / institution
no well-founded phasing in objectives and points of interest per career level / institution
no well-founded insight in final attainment level per career
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 11
“3 ing”: Motivating writing teaching (i)
digital experimental corpus of writing tasks at different stages of language careers
experimental digital handling of writing tasks writing on computer, handing in by mail systematical digital annotation and evaluation (using
Markin) of all components (from orthography and punctuation to text linguistic features)
positive and critical annotations, aiming at the assimilation of typical Spanish structures
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 12
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 13
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 14
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 15
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 16
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 17
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 18
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 19
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 20
Pero... ¿Qué porcentaje de los términos nuevos que
uno registra/aprende se pierden en menos de 24 horas?
Respuesta: un 80%
“3 ing”: Motivating writing teaching (ii)
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 21
“3 ing”: Motivating writing teaching (iii)
>> make learning how to write more conscious
and recurrent
>> blended learning setting with phased
multi-stage coaching
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 22
“3 ing”: Motivating writing teaching (iv)
1st stage: digital annotations providing keys and statistics, not answers
keys/labels focussing on solution, not on error:
• when using adv. instead of adj.: “wrong or insufficient use of adj.”
understanding, not on reproduction:• 3 instead of 1 label “misspell”: “bad application of
spelling system” / “lexeme ok, wrong spelling” / “form ok, wrong spelling”
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 23
“3 ing”: Motivating writing teaching (v)
if necessary: notes limited individual and collective statistics general comment (and grade?) invitation to reflection + consultation and evaluation
of sources providing possible answers + self evaluation
starting with group tasks > students can get more confident and learn from each other
2nd stage: class discussion of recurrent and typical items
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 24
“3 ing”: Motivating writing teaching (vi)
3th stage: opportunities for individual feedback
4th stage: Writing Portfolio original + corrected versions of all tasks individual drafts of group tasks + peer review for each task: self evaluation, compared to earlier
tasks: what was good/better/worse, including with regard to the use of instruments
>> evaluation, based on the student’s progress
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 25
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 26
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 27
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 28
“3 ing”: Motivating writing teaching (vii)
conclusions of the experiment: more systematic, focussing both on cognitive
and metacognitive aspects less time-consuming better return more motivating for both student and coach first insight in characteristics, objectives and
final attainments per career and per level embedded in overall view on language teaching
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 29
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 30
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 31
“4 ing”: Investigating motivating writing teaching (i)
enlarge corpus (2 language careers, 3 institutions, 3 years)
uniformize labelset into criteriology for the systematic analysis of the enlarged corpus
statistic analysis of the points of interest in output of writing tasks per career, level and institution > broad insight in objectives and final attainments
more extensive inquiry of the return (comparison with the “traditional” output)
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 32
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 33
“4 ing”: Investigating motivating writing teaching (ii)
develop linked XML-database with examples of points of interest
XML-coding > dynamic publishing in webbased learning
environment with database, exercises and “learner corpus”
static publishing in book form
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 34
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 35
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 36
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 37
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 38
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 39
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 40
“4 ing”: Investigating motivating writing teaching (iii)
possible extensions of methodology: other languages other language learning components
5ing..??
K. Buyse, “4ing”, TBLT-conference, Leuven, sept. 2005 ([email protected]) 41
I’m wondering if...
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