Using Cooperative Learning to Improve Speaking Skills in Beginning Learners of Korean Nonheritage Le

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Using Cooperative Learning to Improve Speaking
Skills in Beginning Learners of
Korean(Non-heritage Learners)

• Maryna Solodka, Yonsei University
• AATK 14th Annual Conference
• June 2009 at University of Washington

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Outline

• Introduction
• Purpose of study
• Posing the problem
• Method of study

3
Outline

• Body
• Procedure of the study
• General information of teaching methods used in
  the study
• Identifying the parts which are used in the study
• Speaking activities in small groups advantages,
  group-changing routine , teachers role,
  evaluation

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Introduction Purpose of the Study

• To find the best way how to provide low-level
  learners of Korean with as much opportunities to
  speak in KFL classroom as possible
• To strengthen KFL learners weakest language
  skills speaking by using the strongest language
  skillsreading

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Introduction Posing the Problem

• KFL learners speakingthe most difficult to
  learn readingthe best current ability in Korean
  

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Introduction Posing the Problem

• KFL learners want to speak Korean well

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Introduction Methods Used

• The use of small group activities is suggested to
  give the KFL learners the chance to improve their
  speaking skills and provide them with more
  opportunities to speak Korean in the classroom
• The teaching methods used
• - Jigsaw ?
• - Group Reading Mode (??? ?? ??)
• - Retelling Narratives

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Body Procedure of the Study

• Choose and combine the suitable parts of the
  teaching methods mentioned above
• Find and modify the teaching materialsreading
  texts, activities, etc
• Compose the teaching plan for the lesson
• Try a few lessons with the beginning level
  students
• Analyze the findings and observations from the
  lessons

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General Information of Teaching Methods Used
in the Study

• Jigsaw ?
• more practical and easier than Jigsaw?
• students are divided into small groups of 34
• there is a professionals group for each topic
• after studying one topic within the
  professionals group, students return to their
  original groups
• they teach one another and learn from each other

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General Information of Teaching Methods Used
in the Study

• Group Reading Mode (??? ?? ??)
• -students are divided into small groups
• -parts of one text or a few texts by the same
  topic are distributed among students
• -students learn their own parts alone
• -in turns, students explain about the content
  they have learned to the other members of their
  group
• -some kind of activity is performed by all
  members
• -this method is suitable for integrative teaching

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General Information of Teaching Methods Used
in the Study

• Retelling Narratives
• students divided into small groups
• each given a reading text by the same topic
• they are asked to memorize their own version of
  the text and then retell it to the rest of the
  group
• there might be partial omission or improvisation
  while students retell the text/story
• the more students retell the same text/story the
  more fluent and certain their speech becomes

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Identifying the Parts of Methods Used in the
Study

• Jigsaw ?
• -general procedure of the lesson, except no
  professionals groups are made
• -learners are divided into groups of 3
• -students learn from one another and teach each
  other

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Identifying the Parts of Methods Used in the
Study

• Group Reading Mode (??? ?? ??)
• -students are given different texts by the same
  topic, similar level of difficulty and similar
  length
• -criteria for finding a suitable reading text
• number of texts must meet number of students
• all texts must be by the same topic
• the structure of the texts must be similar

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Identifying the Parts of Methods Used in the
Study

• Retelling Narratives
• - students memorize their own version of the text
• - during the class activity the texts are retold
  to the rest of the group
• - students might partly omit or improvise while
  retelling their own version of the text/story
• - the more students retell the same text/story
  the more accurate and more fluent their speech
  becomes

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Speaking Activities in Small Groups

• Advantages
• - it gives the equal opportunities for all
  members of the group to speak
• - to be able to complete the task, students need
  to listen to the others
• - at the beginning level, teacher-provided
  speaking topics make learners feel secure
• - learners rarely pick up each others errors,
  even in the short term
• (Porter, 1986)

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Speaking Activities in Small Groups

• Advantages
• - simultaneous group work maximizes each
• learners opportunity to speak (T. Lynch,
  1996)
• - it reduces the psychological burden of public
  performance (T. Lynch, 1996)
• - it is more likely to lead to negotiation of
  meaning than interaction with the teacher
• (Doughty and Pica, 1986)

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Speaking Activities in Small Groups

• Group-changing routine
• -groups setting at the beginning of the activity
• -change of the groups after first turn
• - groups setting for the second turn

1
1
1
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Speaking Activities in Small Groups

• Teachers role facilitator
• - provide students with the reading texts
• - give clear instructions regarding the task
• - divide students on groups with relatively
  unequal partners
• - help students in difficult situations during
  their speaking
• - evaluate students speaking skills while moving
  from group to group
• - make sure that performance on activities goes
  well

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Speaking Activities in Small Groups

• Evaluation
• - consists of three major parts
• 1. Learners evaluate each others performance
  during listening
• 2. Teacher evaluate students performance while
  moving from group to group during the groups
  activity performance
• 3. After all students presentations are finished,
  students have to take some kind of test related
  to the content of all texts

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Using Cooperative Learning to Improve Speaking
Skills in Beginning Learners of KoreanApplying
the Method

• Jessica Likens, University of Washington
• AATK 14th Annual Conference
• June 2009 at University of Washington

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Who, What?

• 20 first-year Korean students
• Non-heritage
• Rated speaking as most difficult, reading as
  easiest
• Speakingmost important

• Divided into two groups of 10
• Used ten texts authentic or semi-
  authentic (modified) read as HW
• Found through internet (celebrity bios,
  weather forecasts for various regions, cold
  remedies)

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Activity

• Used as a review/extension
• Took entire 50 minute period
• Tried 3 times (time factor)
• Evaluation, note taking sheets as
  performed, teacher assistance/feedback,
• quiz

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Reading Materials (1)
???(???, 1976? 8? 5? )? ????? ????. ?? ????
1998?? ?? ?? ??? ?? ??? ????. ??? ?????, ????
???????. ???? ??? ?????? ??? ???? ? ??? ?? ? ???
??? ?? ?? ?? ??? ???? ??????? ???? ???? ?? ???
??? ??? ????, ??? ?? ???? ???? ??? ????
????????? ? ???? ???? ????? ??? ?? ??? ??. ??
?????? ??? ??? ???? ? ??? ??? ???? ????? ?? ??
??? ????, 1970? ?? ????? ??? ??? ???? ??? ????
???? ???? ???? ??? ?? ?? ????? ???? ???? ?????.
???? ???? ??? ??? ??? ?? ????? ??? ?????? ??? ??
?? ??????.
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Notes (1)
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Reading Materials (2)

• ?? ?? ??

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Notes (2)
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Reading Materials (3)

• ??? ???? ??? ?? ?? ?? ???? ??. ??? ??? ??? ???
  ?? ??? ??? ??. ??? ?? ?? ???? ? ?? ??? ?? ??? ??.
  ??? ??? ?? ?? ??? ??, ??? ? ??? ?? ??? ???? ???
  ?? ??? ?? ? ??. ? ??? ??? ? ??? ???? ??? ???? ??
  ?? ?? ????.

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Notes (3)

• Speakers name
• Is the advice that they are giving predominantly
  regarding prevention (??) or treatment (??) for a
  cold?
• List one or two pieces of advice mentioned by the
  speaker

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Problems experienced

• Time
• 1) Not enough (in class period)
• 2) Too much (between rotations)
• Absences
• English use

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Solutions

• Time
• 1) More so even than texts, note sheets must
  be short (amount of info.)
• 2) Have something else in mind (study
  vocabulary) to fill gapswrite on board in
  advance
• Incentives to attend, work without them
• Providing examples of how to avoid English

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Conclusion

• No English is unrealistic (at this level)
• Still maintained target language for longer than
  usual
• Good way to incorporate authentic materials and
  move beyond textbook
• They enjoyed the readings
• Did get better (and faster) through repetition
• Performance on quizzes also indicates good
  listening
• Way of teaching culture

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Bibliography

• Bailey, K.M. (2005), Practical English Language
  Teaching Speaking. McGraw Hill
• Brown, H.D.(2007,), Teaching by Principles, 3rd
  edition Longman
• Harmer, J.(2001), The Principles of English
  Language Teaching, Longman,
• Lynch, T.(1996), Communication in the language
  classroom, Oxford university press
• Thornbury, S. (2005), How to Teach Speaking,
  Longman
• Hyland, K. (2003) Second language writing,
  Cambridge University Press

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Bibliography

• ??? (1999), ?? ?? ??? ?? ??? ??? ??. ????????
  12. ????? ???????.
• ??? (2006), ?? ??? ?? ??? ?? ??? ?? ??? ?? ????
  ??? ?? ? ??? ??? ?? ??. ?Korean Journal of
  Applied Linguistics?22-1.
• ??? (1998), ?? ??? ???? ? ??? ?? ???.
  ???????9-1. ?? ???????.
• ??? (2005), ??? ???(Retelling) ??? ???? ?? ?? ???
  ??? ?? ??. ????? ?????, ??????
• ??? (2007), ?? ?? ? ???? ???? ???? ?? ??? ?? ?? ?

34
Bibliography

• ??? (2004), ?? ??? ??? ???? ???? ?? ??.
  ??????25. ????? ???? ??????
• ???(1999), ?? ?? ??? ??? ? 2????? ???
  ??????????16. ??????
• ???(2006), ???? ?????? ?? ???(Retelling) ?? ???
  ??. ????? ?????, ??????
• ??? (2006), ????? ??? ??. ?????.