Research Progress Report

I have narrowed my research down to language strategies, specifically identifying listening, reading, writing, speaking langage strategies. I want to incorporate the different learning styles and how they will affect these strategies in learning. I am going to take three key points from literature and the research articles and then provide evidence from the field and evidence from my TESOL practicum.

I integrated your feedback by taking your advice on researching articles by Rebecca Oxford as well as the the CALLA. I also narrowed my research from being so broad to focusing on language strategies and how they are integrated with the 4 skills in the classroom.

Working Research Questions:
How do learning styles affect second language learning strategies and teaching methods?

What ways can teachers motivate students by incorportating the various learning styles in the L2 classroom?

3 Key points on Literature (Evidence from my practicum experience)

References
Oxford, R. (1989). Research on Language Learning Strategies: Methods, Findings, and Instructional Issues. The Modern Languge Journal,
The article defines learning strategies as steps taken by the learner to aid the aquisition, storage, and retreival of information. Also, strategies are referred to as learning tecniques, behaviors, or actions; or learning-tolearn, problem-solving, or study skills. The article states the importance of strategies and how they can make learning more efficient and effective. She lists the various types of strategies ranging from cognitive to social strategies in second language learning. Many strategies are listed and explained in the article as well.

O'Malley, J. M., Chamot, A. U. (1990). Learning Strategies in Second Language Acquistion. Cambridge University Press. 73 (4).
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Vann, R. J., & Abraham, R. G. (1990). Strategies of Unsuccessful Language Learners. TESOL Quarterly, 24(2), 178-198. 

This study looked at two learners and how they used their strategies in learning English as a second language. However, the study concluded that in order for strategies to be applicable, learners need to be conviced of its significance and to be taught to evaluate its use. It is important for teachers to be aware of learning strategies and those which may not benefit learners. This will relate to the idea that learners don't always know their learning style and therefore strategies that are being implemented may not work for all of the classroom. 

Chamot, A. U. (2008). Teaching Learning Strategies. Retrieved October 29, 2012, from Pearson Education website: http://www.pearsonlongman.com/primaryplace/pdf/teaching-learning-strategies.pdf 

Chamot is a professor who has researched content-based, second-language learning and strategies. She co-designed and has written extensively about the CALLA. The article praises the idea of learning strategies and how much they contribute to the motivation of students and success of students learning a second language. The article gives examples of learning strategies such as planning, montioring/identifying problems, evaluate and use what you know. Also, the article explains the five phases of the CALLA instructional sequence (preparation, presentation, practice, self-evaltuaion, expansion). 

Integrating Skills

Kuma Ch. 9-10 Brown Ch. 17

Brown discusses the integration of the "four skills", reading-writing-speaking-listening and the importance of integrating skills for more authenticity and better reinforcement of the language. After reading what he had to say about the types of instruction (content-based, task-based, theme-based, experiential, episodic), I was able to establish a basis for my future teaching. When thinking back to my experiences learning a second language, the more integrated the four skills were, the more progress that I made.  Seeing that the four skills are the fundamentals of learning a language, the different appraoches that illustrate the integration of skills is extremely important. It will be up to us to integrate skills while making  sure that the needs of all students are met in the classroom.

Kumar reinforces the importance of the integration of skills as well as communicative competence and discourse in language learning. Chapter nine was a review of contexualizing input. In order to purposefully and beneficially integrate skills, our students have to properly differentiate input. Also, to maintain authenticity, educators need to move outside of the traditional textbook and use authentic texts such as newspapers or media. Kumar ties in both chapters by reminding us that the comination and integration of all four of the language skills builds upon the contextualization of the input. I really liked what Kumar said in Chapter ten about creating a colorful tapestry with the weaving of the strands that consist of the four primarty skills. As a future educator, I plan to work towards finding the perfect weave while facilitaing classroom activites that involve a meaninful and simultaneious engagement with language in use. The main focus of this weeks reading was to become familiar with instructional methods in integrating skills in our classrooms. Also, it is important to go beyond the limitations of teaching and the classroom in order to promote a postive and meaningful learning experience for students learnin a second langauge. 

Teaching Grammar and Vocabulary

Looking back at the various teaching method that we have learned, grammar was large part of some of them. But the mixed emotions and opinions regarding grammar instruction still stand as Brown explains in Chapter 22. Grammar is a very important part of learning the L2 but it is knowlingly a frustrating part for many students. When it comes to taking an approach to teaching grammar in my future classroom, I want to incorporate it in a way where students are not focusing so much on form to the point where they are not able to communicate in the L2. I have realized through language study that many theories relate to the fact that where the stress and anxiety level is low is when students will produce the most language in the L2. I think that when students are focused so much on grammatical form that they are easily discouraged. Also, in correcting grammar mistakes from our students, it can be beneficial to only focus on the grammar aspect that was being learned instead of marking everything up in red. Also, like I mentioned, when students know that they won't be getting correted for grammar they are more likely to express themselves further in the L2. I found the six variables (age, proficiency level, educational background, langauge skills, style and needs and goals) interesting in how they play a role in the teaching of grammar. It will be important to identify these variables in students to find a starting ground for teaching grammar. I don't believe that grammar should be taught separately in all cases because I believe that it is the most influential when presented in communicative context.

Kumar Chapters 7 and 8, the idea of langauge awareness and reaching one's intuitive heuristics are very powerful in learning the L2. Grammar can play a role in language awareness which ties in the two books in realizing it's influence in language awarness activities. Classroom interaction and linguistic input both provide a path for success for learners discovering underlying grammatical structures of the second language. As teachers, we need to help learners see grammar as "a rational, dynamic system that is comprised of structures characterized by three dimensios of form, meaning and use" (203). 

Teaching of Reading and Writing

Brown Chapters 20 & 21

In these chapters Brown discusses the importance of reading and writing. As far as pronunciation and fluency go, I believe that the teaching of listening and speaking is critical. However, the teaching of reading and writing will be crucial in developing overall proficiency in the L2. I think back to my frustration of reading and writing in the L2 and it makes me want to help students reduce that frustration. I feel that the process takes time and it should be approached as a process. Learning a L2 requires learners to take a step back and start from scratch. I agree with Brown in the fact that readings should be interesting and socially up to date. The more interested students are in the material, their motivation levels will raise. Also, when students are given the opportunity to free write, their responses are much longer. I think that it is important for teachers to keep the anxiety levels down in class and to assist students in overcoming their frustration about writing and reading in the L2. For example, when a student is handed a lecture in the target language, they can be easily intimidated. Browns's satements on writing as a process and not a product are right on with teaching reading and writing. Teachers need to use strategies for reading and writing which the book provides examples. Reading and writing work together to improve one another. By working closely with students, we can help them create parts of the process in developing a written product. Also, by breaking down reading, students will learn strategies to approach difficult texts in the L2.  Overall, these chapters were a positive look at how to effectively teach these two essential aspects of learning a second language.

Teaching of Speaking and Listening

Ultimately, speaking and listening, I feel are the two most important aspects of learning a langauge and improving one's oral proficiency in a language. Brown's chapters on the teaching of speaking and listening were very helpful in picking up strategies to help learners improve their listening and speaking skills. I found the table of techniques for teaching listening comprehension to be especially helpful for me in seeing the various levels of learners laid out and what the main focus was for each group. Also, I found interesting what makes speaking so difficult. Brown provides eight characteristics that he says can make oral performance easy as well as in some cases difficult. When thinking back to my experience learning my L2, Spanish, I found many characteristics to be true. For example, redundancy was huge for me in hearing things multiple times and being able to make meaning clearer of what was being said. 

The Cary article brought up some very important points that we as future educators need to keep in mind. The teacher took right step towards supporting and acknowledging the other cultures and languages in the classroom. It is so important in learning an L2 to keep the L1 stable and growing as well. It is our job to make sure our students are not losing where they came from and putting aside their native language and culture. The teacher communicated with parents in promoting the intactness of the native language. Diversity continues to grow and can be a very beautiful thing, especially in the classroom. Students can embrace where they come from and share their rich native culture and langauge with other students, creating a learning atmosphere for students as well as the teacher. In relation to the article, sparking an interest in speaking more than one language can add to a student's motivation. Therefore, I see a positive and a negative to the teacher having students wear stars. 

Kumar, in chapter five stresses again the importance of a relationship between students and teachers. In order to maximize instruction and facilitate negotioated interaction, the will and active cooperation from all participants (teacher, learner) is crucial. The idea of learner autonomy and promoting it in the classroom will help learners feel that they have the freedom and flexibility to contribute in discussion. As teachers, finding ways to maximize learning opportunities will come from knowing our students and their different learning styles.