Self-transcription workshop

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Self-transcription workshop

• By Simon Cooke
• and
• Colin Skeates

2
Overview of the day

• My share 20 minutes
• An explorative case study using
  self-transcription and Languaging (Colin 45
  minutes)
• Break (15 minutes)
• Simon need your title here (Simon 45 minutes)
• Break (15 minutes)
• Workshop (Simon and Colin 45 minutes)
• Clean up and go for a drink

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My share
4
An explorative case study using
self-transcription and languaging

• Yokohama JALT, July 19th, 2014
• Self-transcription Workshop
• By
• Colin Skeates

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Overview

• Introduction The role of self-transcription
  and languaging to help students notice their
  deficiencies in their speech.
• Literature Review
• Sociocultural Theory
• Research practice
• Classroom practice
• Method
• Participants
• Course
• Data collection
• Results Discussion
• Classroom implications

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Scenario

• A farmer, a goat, a head of cabbage, and a
  wolf all need to get across the river in a boat
  that will sit the farmer and one other item.
• How does the farmer get everything across
• without the goat eating the cabbage or the wolf
  eating the goat?

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Literature Review - Theory

• Sociocultural theory Vygotsky (1934/1986)
• Inner speech not vocalized (?)
• Egocentric (private) speech used to help makes
  sense of the world
• Social speech used in interaction with others
• Each level of speech helps to mediate the other
  levels.

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Literature Review - Theory

• Swain (2000) was interested in learning how using
  language mediates language learning dialogue
  that constructs linguistic knowledge. (pg. 97)
• In other words, speech is both a cognitive
  activity and an utterance that can be used for
  reflection.

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Literature Review - Theory

• an utterance that can be used for reflection
  Languaging
• Noticing students becoming aware of linguistic
  problems. (Swain Lapkin, 1995 Schmidt, 1990)

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Literature Review Research Practice

• Self-transcription
• Baleghizadeh and Derakhshesh (2012) Use of
  replication task and self-transcription to help
  with lecturing
• Cooke (2013, Today) Autonomy
• Lazaraton (2001) Self-transcription leads to
  greater metalinguistically aware students.
• Lynch (2001) First article to deal with the
  benefits of students transcribing their own
  output as a tool for language learning (2007)
  Self-transcription (as oppose to teacher
  transcription) leads to greater gains in
  accuracy.
• McCormick and Vercellotti (2013) Students
  noticing without the teacher
• Mennim (2003) Short-term effect, (2007)
  Long-term effects
• Stillwell et al. (2010) - Complexity, accuracy,
  and fluency
• Stone (2013) IELTs speaking section
• Skeates (Today) Exploring self-transcription
  and Languaging

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Literature Review Classroom Practice

• Fluency task, 4-3-2 (Maurice, 1983 Nation
  Newton, 2008)

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Research Questions

1. What do students notice when they record, and
   then self-transcribe, their participation in a
   4-3-2 task (Maurice, 1983 Nation, 2008)?
2. What do students notice by looking, in groups, at
   the transcripts of other students, with no input
   from the speaker of the transcript or the teacher?

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Method

• Overview of five week course
• First teacher
• Week one topics related to themselves, strategy
  training and goal setting
• Week two law topics that students have
  previously studied
• Week three European law history new to all
  students
• Second teacher
• Week four European law - course taught by a
  lawyer
• Third teacher
• Week five debate on current law issues

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Method

• 10 2nd and 3rd year students (n10, 8 female, 2
  males)
• Most students were highly motivated to learn
  English

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Method

• Transcripts
• Students participate in speaking task 4-3-2.
• While speaking, the listener of each pair holds
  the speakers cellphone up and records their
  speech.
• Speaker then transcribes their speaking as
  homework.
• Transcriptions are then used in a subsequent
  class

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Method

• End-of-term semi-structured interview
• Students were interviewed one at a time, after
  the course was finished and marks given out.
• The interview had both leading questions and free
  chat components.
• Students understood that the teacher was
  conducting research, as well finding out how the
  course could be improved for the following year.

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Results and DiscussionTranscription

• See A-Chan handout

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Results and DiscussionPost-course
semi-structured interview

• Should self-transcription be used again in next
  years course? Y 8, N 2
• Will you continue to do self-transcription after
  the course? Y 0, N 10
• What area did self-transcription help the most?
  Noticing grammar errors - same as Stillwell et
  al. (2010).

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Results and DiscussionPost-course
semi-structured interview

• What students say
• They would not continue after the course, BUT
  thought it useful enough to recommend for
  students enrolled in next years course.
  (Yu-chan, A-chan, Mary, Daisy, Nicky)
• The first week should be seen by the student
  themselves, so that simple errors could be
  noticed and corrected in private. (Yu-chan)
• 4-3-2 should not be longer than 4 minutes as
  students are not able to remember what they
  previously said, and thus the activities turns
  into a free chat. (Mary)

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Results and DiscussionPost-course
semi-structured interview

• What students say
• Finding mistakes are easy, fixing them is
  difficult. (Taneyuki, Yu-chan)
• Typing is good for noticing grammar mistakes.
  (A-chan) Why grammar mistakes? (Colin) Able to
  focus a great deal able to be more analytical.
• Transcribing does not lead to noticing. It is
  what is done afterwards that leads to noticing.
  (Yu-chan, Nicky)

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Results and DiscussionPost-course
semi-structured interview

• What students say about motivation.
• Positive
• Because I can find so many mistakes (Yu-chan,
  Mary)
• Can know my voice. (Rara)
• I know my ability. I become more confident.
  (Taneyuki)
• I could see a difference between my speaking on
  day one and day twelve. (Nicky)

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Results and DiscussionPost-course
semi-structured interview

• How did self-transcription effect your
  motivation?
• Neutral
• When I spoke fluently, I became more motivated.
  However, when I spoke poorly, I became depressed.
  (A-chan)
• Negative
• There were so many errors! (Cindy)
• 4-3-2 was too difficult. I couldnt repeat the
  same thing each time. (Mary)

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Answering my research quesitons

1. What do students notice when they record, and
   then self-transcribe, their participation in a
   4-3-2 task (Maurice, 1983 Nation, 2008)?
2. What do students notice by looking, in groups, at
   the transcripts of other students, with no input
   from the speaker of the transcript or the teacher?

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Classroom Implications

• What would the teacher change?
• More attention to modeling (Yu-chans suggestion)
• Actual listening to the recording by other
  students, not just looking at transcripts
• Make clear connection between classroom content
  to expected analysis. For example, raise
  awareness of common pronunciation errors in
  student speech, teach about formulaic sequences.
  (Woods, 2006)

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References

• Baleghizadeh, S. and A. Derakhshesh (2012) The
  effect of task repetition and noticing on EFL
  learners oral output. International Journal of
  Instruction, 5. (1)
• Cooke, S.D. (2013) Examining transcription,
  autonomy and reflective practice in language
  development. RELC Journal, 44. (1)
• Lapkin, S., M. Swain I. Knouzi (2008) French as
  a second language University students learn the
  grammatical sense of voice Study design,
  material development and pilot data. In J.P.
  Lantolf M.E. Poehner (Eds.) Sociocultural
  theory and the teaching of second languages.
  London Equinox
• Lazaraton, A. (3rd ed.) (2001) Teaching oral
  skills. In M. Celce-Murcia (Ed.), Teaching
  English
• as a second or foreign language. Boston, MA
  Heinle Heinle
• Lynch (2001) Seeing what they meant transcribing
  as a route to noticing. ELT Journal, 55. (2)
• Lynch (2007) Learning from the transcripts of an
  oral communication task. ELT Journal, 61. (4)
• Maurice, K. (1983) The fluency workshop. TESOL
  Newsletter, 17. (4)
• McCormick, D.E. and M.L. Vercellotti (2013)
  Examining the Impact of Self-Correction Notes on
  Grammatical Accuracy in Speaking. TESOL
  Quarterly, 47. (2)
• Mennim, P. (2003) Rehearsed oral L2 output and
  reactive focus on form. ELT Journal, 57. (2)
• Mennim, P. (2007) Long term effects on oral
  output. Language Teaching Research, 11. (3)
• Nation, I.S.P. J. Newton (2008) Teaching
  EFL/ESL listening and speaking. New York, NY
  Routledge
• Schmidt, R.W. (1990) The role of consciousness in
  second language learning. Applied Linguistics,
  11. (2)
• Stillwell C, B. Curabba , K. Alexander, A. Kidd,
  E. Kim, P. Stone (2010) Students transcribing
  tasks noticing fluency, accuracy, and
  complexity. ELT Journal, 64. (4)
• Stone, P. (2013) transcription and the IELTs
  speaking test Facilitating development. ELT
  Journal, 61. (1)
• Swain, M. S. Lapkin (1995) Problems in output
  and the cognitive processes they create A step
  towards second language learning. Applied
  Linguistics, 16. (3)
• Swain, M. (2000) The output hypothesis and
  beyond Mediating acquisition through
  collaborative dialogue. In J.P. Lantolf (ed.)
  Sociocultural theory and second language
  learning. Oxford Oxford University Press
• Vygotsky, L. (1934/1986) Thought and Language.
  Massachusetts MIT Press
• Wood, D. (2006) Uses and functions of formulaic
  sequences in second language speech An
  exploration in the foundation of fluency. The
  Canadian Modern Language Review, 63, (1)

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Break
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From rehearsal to real speech extending the
life of the textbook through transcription
activities

• Simon D. Cooke
• Tohoku Institute of Technology

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(No Transcript)
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Noticing

• What is noticing?
• what learners notice in input is what becomes
  intake for learning (Schmidt, 1995)
• Learners are required to make a comparison
  between their observed input and typical output
  based on their current interlanguage system
  (Schmidt and Frota, 1986)
• reflect on what is noticed, endeavour to
  understand its significance and experience
  insight (Cross, 2002)

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Autonomy

• learning in which the learners demonstrate a
  capacity to control their learning (Benson,
  2011)
• A autonomous learner is involved in defining
  the objectives selecting methods and techniques
  to be used evaluating what has to be acquired
  (Dafei, 2007)
• all formal learning is the result of deliberate
  intention (Little, 1997)

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A Bob likes studying English and Japanese. He
doesnt like Math.
B Jane loves studying math but she hates science.
A- Ask your partner Q1. What does Jane like to
study? Q2. What subject does Jane hate?   B- Ask
your partner Q1. Does Bob like math? Q2. What
does Bob like studying?
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Reflective Practice

• a team environment where learners celebrate
  each others successes and provide assistance to
  each other which is likely to promote more
  positive peer relationships, social
  support...higher self-esteem and academic
  achievements (Kohonen, 1992)

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Context
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(No Transcript)
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International Languages Culture Dept.
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Method

• Contentious topics
• Japan is the best country to in the world.
  Discuss.
• Where is your favourite place in Japan?
• Why do you like it?
• Recommend a place to visit (anywhere in the
  world) to your friends.
• Students should wear a uniform.
• Teachers should be able to wear casual clothes
  to work.
• Students shouldnt be given any homework during
  the holidays
• Teachers should be allowed to use Japanese in
  the classroom

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Transcription

• Name Tomo
• _____________________________________________
• Kenji Go.
• Yuka Go. Start. ????!
• Kenji OK. I ??? I went to Tokyo Disneyland.
• Tomo ??? ????!Thats great!

Yuka ???! ??
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(No Transcript)
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(No Transcript)
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Transcription
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Transcription
42
Student Comments (1)

• Id like to improve my pronunciation. I was
  surprised at my bad English, but this time I
  could notice that. Also I want to improve my
  listening skill I sometimes couldnt listen to
  our conversation.
• I wanna adopt good things from the other
  members
• I want to talk with more longer sentences next
  time. I want to speak aggressively next time

43
Student Comments (2)

• My group member spoke longer sentence without
  pause. Thats real conversation.
• I could speak more than the last recording. I
  think my performance improved over last time
  because I could say my opinion than last time.
• I exerted myself to speak naturally and a lot. I
  became dont be afraid mistakes because I could
  speak more.

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Future research

• (Consolidation exercises) could help 'enable
  (students) to relate to aspects of language which
  have been made more salient, and, where gaps have
  been noticed, to realizations of how such gaps
  can be filled' (Skehan, 2003).
• Frequency of learned/ taught patterns
• Video recording
• Discourse analysis
• Analysis of feedback sessions

45
References

• References
• Benson P (2011) Teaching and Researching
  Autonomy. Pearson Education Limited
• Cross J (2002) 'Noticing' in SLA Is it a valid
  concept? TESL-EJ 6/3. Available at
  http//writing.berkeley.edu/TESL-EJ/ej23/a2.html
  (accessed July 20, 2011)
• Dafei, D. (2007). An exploration of the
  relationship between learner autonomy and English
  proficiency. Asian EFL Journal, Professional
  Teaching Articles. Retrieved January 2010 from
  asian-efl-journal.com/pta_Nov_07_dd.pdf
•  
• Helgesen M, Brown S and Wiltshier J (2010)
  English Firsthand. Pearson Education Asia Limited
•  
• Kohonen V (1992) Experiential language learning
  Second language learning as cooperative learner
  education. In Nunan D (ed.) Collaborative
  Language Learning and Teaching. Cambridge
  University Press, pp. 14-39.
•  
• Little D (1997) Language awareness and the
  autonomous language learner. Language Awareness 6
  (2/3) 93-104
•  
• Schmidt R (1995) Consciousness and Foreign
  Language Learning A Tutorial on the Role of
  Attention and Awareness in Learning. In R.
  Schmidt (ed.) Attention and awareness in foreign
  language learning. Technical Report No. 91-63.
• Schmidt R and Frota S (1986) Consciousness and
  Foreign Language Learning A Tutorial on the Role
  of Attention and Awareness in Learning. In R. Day
  (ed.) Talking to Learn Conversation in second
  language acquisition. Rowley, MA Newbury House,
  pp. 237-326.
• Skehan P (2003) A Cognitive Approach to Language
  Learning. Oxford University Press