Transcript Learning to ‘read’ pictures

‘Reading’ picture stories
Explorations in Picture Story Tasks of the
LESLLA Learner
Susanna Strube, Radboud University Nijmegen, The Netherlands,
[email protected]
Introduction
 Little research on the Leslla classroom





Mezirow, Dakenwald, and Knox (1975)
Beder and Medina (2001)
Condelli, Wrigley et al. (2003)
Kurvers and Van der Zouw (1990)
Strube
Research focus
 The research project strives to find those
characteristics which are specific for the Leslla
learner in an educational setting.
 The focus is on oral skills practice.
Method - design
 Longitudinal study
 Based on classroom observation
(during one school year)
 Pre- and post assessments
Method - Participants
 Five centers of adult education
 Six literacy classes
 Six literacy teachers
 68 literacy students
Participants - selection
Selection based on:

Type of classroom organization (oral and written skills)

Geographical location

Institution size

Classroom size
Classroom organization
Type 1
Type 2
Type 3
50% - 50%
50% - 50%
not fixed
placement of
students
according to level
in each skill
class stays
together
class stays
together
materials
specific materials
for each skill
specific materials
for each skill
various
materials
lesson time
allotted to oral and
written skills
 Nova College – 1
 ROC Amsterdam – 1
 Nova College – 3
 ROC Midden
Nederland – 3
 ROC Rijn IJssel – 2
 ROC de Leijgraaf – 2
Learner Characteristics of Literacy
Students, January 2007.
Classroom
(and type)
Age
Gender
Country of
origin
Mean
Years of schooling
L1
DSL
Years in the
Netherlands
Mean
Mean
Mean
1 (1)
35.3
14 F
various
1.7
0.8
9.3
2 (1)
41.0
11 F
various
0.3
1.3
4.9
3 (2)
46.4
6F
1M
various
1.1
1.1
2.6
4 (2)
33.0
10 F
1M
various
3.8
0.8
3.8
5 (3)
48.0
13 F
12 Morocco
1 Russia
0.6
1.3
15.4
6 (3)
42.8
11 F
10 Morocco
1 Turkey
0
1.8
14.5
Totals/
averages
41.0
65 F
3M
1.3
1.2
8.4
Data collection
 Classroom data

Observation


Classroom structure
Audio recordings

Classroom instructional
interaction
 Learner data


Learner background
Pre- and post
assessments
Assessments
 Interview
 Vocabulary – receptive and productive
 Retention task
 Picture description task
 Picture story task
Picture story task
Analysis picture story tasks
 Relevance
 Coherence
 Morphosyntax
Relevance
 A relevant utterance is one in which the words of the speaker
have a direct bearing on the picture; the relationship between
what is said by the speaker and what is seen in the picture can
easily be perceived.
Minimal distinctive elements for a
picture story task.
Entities
Activities/
properties
man
woman
gift
give
woman
gift
hold
woman
gift
open
woman
vase
take
Minimal distinctive elements illustrated
Picture story
Minimal distinctive elements
Entities
Activities/
properties
man, woman,
gift
give
woman, gift
woman, gift
woman, vase
Relevance
hold
open
take
Story told by
Royah
Story told by Asomi
Gift.
This man gives gift for
this woman.
(partially relevant)
(relevant)
Also gift take.
This woman look at
gift.
(partially relevant)
(partially relevant)
That maybe T-shirt or
so.
This woman open the
gift.
(not relevant)
(relevant)
That vase.
This woman take the
mug.
(partially relevant)
(relevant)
Partially and nonrelevant utterances
Relevant and partially
relevant utterances
Minimal distinctive elements for 14 students for one picture story
Entities (n=56)
Student
Relevant
Partially
relevant
Activities and properties (n=56)
Not
relevant
Relevant
Partially
Relevant
Not
relevant
1
0
1
3
3
1
0
1
1
0
0
3
3
2
0
0
3
2
1
2
0
1
0
0
4
3
3
2
2
1
1
1
1
4
3
0
0
0
1
4
4
0
0
4
0
0
3
3
1
1
0
0
5
0
0
3
1
1
3
1
0
0
0
3
4
6
1
0
3
3
0
1
2
2
0
0
2
2
7
0
0
3
2
1
2
2
2
0
0
2
2
8
1
1
1
3
2
0
1
1
0
0
3
3
9
0
1
4
1
0
2
0
0
0
0
4
4
10
4
4
0
0
0
0
3
3
0
0
1
1
11
0
0
3
4
1
0
3
3
0
0
1
1
12
0
0
0
1
4
3
1
0
0
0
3
4
13
0
2
2
1
2
1
0
2
0
0
4
2
14
0
0
2
1
2
3
1
0
0
1
3
3
Total
12
11
28
27
16
18
22
21
1
2
33
33
Ass. 1
Ass. 2
21.4%
19.6%
50.0%
48.2%
28.6%
32.1%
39.3%
37.5%
1.8%
3.6%
58.9%
58.9%
Coherence
 Coherence concerns the continuity of a text.
 In this case a text is the whole picture story.
 Throughout, the utterances for the picture story must in some
way be connected and it must be easy to infer the relationships
between them.
 Explicit - cohesive elements and deictic markers
 Implicit - reasoning and mutual knowledge
Explicit coherence - cohesion
 Linguistic devices that connect utterances.
(Halliday and Hassan, 1979)




Reference - I wash my apple before eating it.
Substitution - I like red apples, but my friend likes green ones.
Ellipsis I bought red apples, but my friend green ones.
Conjunction - She washed her apple and ate it. Then put on her
coat to go to school.

Lexical cohesion – I eat a lot of fruit. Just yesterday I ate six
apples.
Implicit coherence
 John can open Bill’s safe. He knows the combination.
Hobbs, J. R. (1979)
Coherence in three picture stories
Picture story
Coherence
Story told by
Royah
Story told by
Yamina
Story told by Asomi
Gift.
Gift, gift. I uuh
give.
This man gives gift
for this woman.
Also gift take.
I here to house.
This woman looks
at gift.
That maybe Tshirt or so.
Broken.
This woman open
the gift.
That vase.
Jug uuh jug.
This woman take
the mug.
Non-coherent
story
Non-coherent
story
Coherent story
Coherence – a comparison
Learners
Percentage
Coherence
Strube study
Ass. 1
Ass. 2
2 (n=14)
2 (n=14)
14.3%
14.3%
Kurvers study
Literates
19 (n=19)
Pre-schoolers 14 (n=19)
Illiterates
9 (n=20)
100.0%
73.7%
45.0%
Morphosyntaxis – focus on verb
 Syntaxis
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
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Verb presence
Verb position
Agent presence
 Morphology



Uninflected
Inflected – correct
Inflected - incorrect
Morphosyntax in the picture stories
Picture story
Story told by
Royah
Story told by Yamina
Cadeautje.
Cadeautje,
cadeautje. Ik uuuh
geef.
Gift.
Gift, gift. I uuh give.
Ook cadeautje
pakken.
Ik hier naar huis.
Also gift take.
I here to house.
Die misschien
T-shirt of zo.
Kapot.
That maybe Tshirt or so.
Broken.
Die vaas.
Kan uuuh kan.
That vase.
Jug uuh jug.
Morphosyntax in the picture stories
Picture story
Story told by Gita
Story told by Asomi
De meneer voor deze
vrouw doorgeef
cadeautje.
Deze meneer geeft cadeautje
voor deze mevrouw.
The man for this woman
pass on gift.
This man gives gift for this
woman.
De vrouw cadeautje
halen.
Deze mevrouw kijkt naar
cadeautje.
The woman gift get.
This woman looks at gift.
Dan kom voor thuis
misschien openmaken.
Deze mevrouw open de
cadeautje.
Then come for home
maybe to open.
This woman open the gift.
Dan kijk mooie, de
naam weet ik niet.
Deze mevrouw pakken de
beker.
Then look pretty, the
name I don’t know.
This woman take the mug.
Verb use in four picture stories
Asomi Maximum
scores
Royah
Yamina
Gita
1. Verb present
1
1
4
4
4
2. Verb position correct
0
1
2
4
4
3. Agent present
0
1
2
4
4
4. 1 + 2 + 3
0
1
2
4
4
5. Uninflected
1
2
1
1
2
1
1
6. Inflected – correct
7. Inflected - incorrect
1
Verb use in picture story of 14 students
Assessment
1
Average
Assessment
Assessment
2
1+2
1.Verb present
58.9%
67.9%
63.4%
2.Verb position correct
54.5%
42.1%
48.3%
3. Agent present
54.5%
55.3%
54.9%
4. 1 + 2 + 3
42.4%
28.9%
35.7%
5. Uninflected
63.6%
60.5%
62.1%
6. Inflected – correct
9.1%
5.3%
7.2%
7. Inflected – incorrect
27.2%
34.2%
30.7%
Noteworthy characteristics
 Telling characteristics
 Verb use
 Picture-by-picture telling
 ca. 60% of the utterances
 Overuse of deictic elements
contained a verb
 Verb position usually incorrect
 Agent usually absent
 Prominent use of uninflected
verbs - little verb inflection
 Picture misinterpretation
 Dialoging
 Overall lack of coherence