Transcript Learner and Learning Analysis

Cross-cultural Communication
WangJingdong
Trial Class
• Teaching english to a class of 27 students
• The purpose: explore any potential
difficulties in teaching this series in a
communicative and autonomous-learning
way to a large size class, and to try out online solutions to them.
• Learners: dropouts of the last national
university entrance exams.
Attitudes towards Communicative
Approach
Against -voices:
Pro-voices:
• Open the learners’
mouth
• Overcome “mute
English”
• Quality education
•Yeah, it’s good, but
•exclusive concern with exam
and certificate
•the class size is too big for it
•contact hours being cut
•“It’s a waste of time to do
group work, etc.”
Meanings of Being
Communicative
Respect for the learner -learner-centred
Use, not just study
Oracy
Interaction
Fluency as well as
accuracy
 Authenticity
 Discourse
 Exchange of information
 Skills integration
 Eclecticism
General qualities of a successful
autonomous learner
be able to learn, to a great extent, independently
as well as collaboratively
be capable of self-discipline
be capable of self-management
be capable of self-monitoring
be capable of initiative-taking
be confident and persevering
be capable of developing one’s own learning
style and strategies
be able to lead and control
New Orientation
Preview and
preparation
preparation
Initiative
autonomous
learning tasks
Classroom
spoonfeeding
Classroom teacherassisted tasks
Review by sorting
out notes
Follow-up & initiative
autonomous learning
tasks
Week 1
Week 2
Initiative
autonomous
learning tasks
Follow-up & initiative
autonomous learning
tasks
Classroom teacherassisted tasks
Classroom teacherassisted tasks
Follow-up
initiative
autonomous
learning tasks
&
Week 3
Classroom teacherassisted tasks
Follow-up &
initiative
autonomous learning
tasks
Classroom functions in
autonomous learning
Monitoring/checking autonomous learning tasks
Classroom teacher-assisted learning tasks
Problem-solving
Interactions between Ss and ST
Autonomous learning training
Highlight the essential points
Assessment-oriented tasks
Learning Analysis
To learn something: learning as action
Being learning something: learning as process
Have learned something: learning as result
Learning as action
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Pragmatic (功利型)
practical (实用型)
shortcut-taking (速成型)
listening-to-teacher (听课型)
competitive (竞争型)
learning-oriented (做学问型)
give-up (放弃型)
Learning as process
knowledge
about English
vs
Skill in using
English
Know something
vs
know how to do something
vs
can actually do something
Learning as result
Internalization (内化)
Learner-learning-teacher interaction
(action)
(process)
(result)
Teacher-dependent learning as if learning can
be done by teacher for student
Learner Organization and Classroom
Management (1)
Grouping and group structure
grouping: 10
structure: group leader and
secretary
GL and GS training
Group identity
Group reshuffle
Group identity : team spirit,
group pressure and pride
• Top girls
• Fresh breeze
• sweat voice
• Rainbow
• yahoo
• Edge
• OICQ
• Melody
• sparkling
• Crystal
• Wind flower
• No name
Group independent pre- & post
class activities
Teacher-assigned
self-initiated
textbook-based
other-source-based
group performance record
Patterns of Group Learning
• Individuals working alone first before
reaching a collective consensus
• working in pairs first before reaching a
collective consensus
• GL eliciting while GS taking notes and
summarizing
• debating in sub-groups
• dividing the job and each doing his/her own
share
• Reprsttv reporting while others cmt/ch/cmp
Problems in group work
activities
Some groups cannot do group work due to character
clashes or proficiency differences.
Some cannot be group leader for lack of experience,
or inability.
In-class group activities cannot be completed at the
same time. Some groups get their work done much
faster than weak groups. Timing becomes a serious
problem.
Some group work tends to switch to Chinese in
order to save time.
Classroom management
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Seating arrangements
in-class intra- & inter- group activities
classroom discourse
timing
on-line reflection:journal & taping
disciplinary control
Disciplinary control
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Talking about irrelevant things
Absent-minded
Cannot follow for lack of preparation
Some even forgot to bring their books
Late for the class
Escape from their turn of presentation or
performance