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Exploring Task-based Curriculum Development in a Hybrid Web-based Conversational Chinese Program
Yao Hill and Stephen [email protected]
[email protected] University of Hawai‘i at Mānoa
Our Hybrid Web-based Conversational Chinese Program Two-year conversational Mandarin program
(CHN 111, 112, 211, and 212) Students work with materials themselves following
the online schedule Textbook, listening workbook, and CDs Online listening exercise Online weekly quiz
Students meet in class once a week Outside-class interaction is done through online
forums with audio tool
independent / face-to-face / interactive online
TBLT Curriculum Design ModelTBLT Curriculum Design Model
Needs
•Scope
•Sequence
•Pedagogy
•Material
•Teaching
•Assessment
OutcomesCurriculum Design
Input•Constraints•Context (values)•Resources
•Target tasks
E v a l u a t i o n
Incorporated: Long and Norris (2000), Long and Crookes (1993), Brown (1995), and Doughty and Long (2003)
Curriculum-wide
Needs Analysis
Motivation study in Fall 05 & Class evaluation in Spring 06
Student Survey Fall 06:1.Motivation – travel & speak to NS2.Language performance preference – fluency + pronunciation
+ socialcultural knowledge3.Interested topics (from the textbook) – directions and
transportation + food
1.In-depth interview with one previous learner2.Open-ended questions to four learners3.Survey questionnaire (adapted from Iwai et al, 1999,
Japanese Language needs analysis)4.Instructors judgment on task sequence
1. Teachers’ ratings of students online, tutoring oral performance.
2. Pre-test and post-test of learning outcome, rated by the instructor and outside rater
3. Free conversation oral interview
Directions & transportation
•Directions and transportation language use situation identification and learning needs from experienced, inexperienced, and no-experience travelers.•Learners want to learn chunk language, culture, and safety issues.•Phone Interview native speakers on culture.
1.Semi-authentic discourse collection from:• Four native speakers or 2nd language speakers in Honolulu• Two natives from China by phone • Collected authentic discourse in China in Summer 07
2. Interviewed textbook writer for pedagogical task sequencing structure.
1.Schemata building and awareness raising: expectations and experience in the target situation
2.Input phase: The authentic discourse + input enhancement3.Language and meaning mapping:
• Discourse structure identification• matching words and pictures• Identify focal direction and transition vocabulary in context• Learner initiated learning
4.Output online: Recording simple directions according to the picture; leave a phone message
5.Output face-to-face: information-gap 6.Focus on Form: online7.Culture enhancement: notes on culture
Task-situations & task-types
Assessment
Evaluation
Needs Analysis
Material Development
Pedagogy and task sequencing
Assessment
Needs Analysis Process
interviews on needs in directions and transportation
discourse collection
programevaluationSpring 2006
course-levelsurvey (n=21)
Fall 2006
broader-scopesurvey (n=93)
Fall 2006
F06 Survey to CHN111 and 211
Importance of the topics in the textbook
N=21, 10 from CHN111, and 11 from CHN211
Simulated authentic discourse collection Researcher “chatted” individually with four Chinese-
speaking classmates (two from Mainland China and two from Taiwan)
Researcher elicited directions from them close places (e.g., Safeway and Gym) medium-distance places (e.g., zoo, shopping center) far places (e.g., Pearl Harbor)
Elicitation not “for right now” but “to use later” Asked about unfamiliar places (route not actually
known)
Our discourse analysis focus (after Canale and Swain, 1980; Bartlett, 2005; Holmes, 2005; Winn, 2005) Discourse structure and components
e.g., negotiation: “How are you getting there?” Lexical chunks specific to the tasks
then immediately… go to the bottom… A turns into B… Task-essential grammatical functions
repetition; topicalization; renomination modals (prediction)
Speech acts Features specific to naturally occurring discourse Negotiation of meaning
Clarification request (The one in front?) Repetition request (So I… and then what?) Backchanneling (Ao, o)
next
Yao: Also, I want to know zhege-filler, whether you know how to get to the Safeway Supermarket from Moore Hall?
Bei: Okay, Safeway Supermarket. Two ways. Do you take bus? Do you take bus (Taiwan Mandarin).
Yao: Sometimes. Sometimes take bus.Bei: If you take bus, you can at Maile Way, that is, the bus stop from Moore Hall to Maile Way.
You can take No. 6 bus to get there.…Yao: Good, good, good. Thank you. Thank you. Then how get I get there if I walk?…Bei: Good, then, we can see that there is a parking lot besides the Korean Center.Yao: Yes.Bei: Yes, then that parking lot, you walk through that parking lot. After you walk through the
parking lot, you can see a church.Yao: oh, yea, yea, yea, St. Francis Church.Bei: From that church place go straight, and keep going straight, (you) can see a parking lot.
That parking lot side is a school. If you see that parking lot and that school, you are at the right direction. (Yao: oh) Now, go straight. When (you) go straight you will leave the school gate, you then will meet a fork road (Yao: uh) one leading left, one pointing ahead, at this moment, please go ahead, and take the smaller road.
Yao: oh.Bei: Go straight. Go straight all along.Yao: Isn’t that road very small?Bei: Very small. Very very small. Then if you keep going forward, you’ll see a green house, on
your left-hand side.Yao: Oh, oh, oh. About how long will it take?Bei: About 3-5 minutes.
Bei: Good, then, we can see that there is a parking lot besides the Korean Center.Yao: Yes.Bei: Yes, then that parking lot, you walk through that parking lot. After you walk through the parking lot, you can see a church.
Back
Yao: Also, I want to know zhege-filler, whether you know how to get to the Safeway Supermarket from Moore Hall?
Bei: Okay, Safeway Supermarket. Two ways. Do you take bus? Do you take bus (Taiwan Mandarin).
Yao: Sometimes. Sometimes take bus.Bei: If you take bus, you can at Maile Way, that is, the bus stop from Moore Hall to Maile Way.
You can take No. 6 bus to get there.…Yao: Good, good, good. Thank you. Thank you. Then how get I get there if I walk?…Bei: Good, then, we can see that there is a parking lot besides the Korean Center.Yao: Yes.Bei: Yes, then that parking lot, you walk through that parking lot. After you walk through the
parking lot, you can see a church.Yao: oh, yea, yea, yea, St. Francis Church.Bei: From that church place go straight, and keep going straight, (you) can see a parking lot.
That parking lot side is a school. If you see that parking lot and that school, you are at the right direction. (Yao: oh) Now, go straight. When (you) go straight you will leave the school gate, you then will meet a fork road (Yao: uh) one leading left, one pointing ahead, at this moment, please go ahead, and take the smaller road.
Yao: oh.Bei: Go straight. Go straight all along.Yao: Isn’t that road very small?Bei: Very small. Very very small. Then if you keep going forward, you’ll see a green house, on
your left-hand side.Yao: Oh, oh, oh. About how long will it take?Bei: About 3-5 minutes.
Bei: Good, then, we can see that there is a parking lot besides the Korean Center.… After you walk through the parking lot, you can see a Church.… From that church place go straight, and keep going straight, (you) can see a parking lot. That parking lot side is a school. If you see that parking lot and that school, you are at the right direction. (Yao: oh) Now, go straight. When (you) go straight you will leave the school gate, you then will meet a fork road (Yao: uh) one leading left, one pointing ahead, at this moment, please go ahead, and take the smaller road.…Then if you keep going forward, you’ll see a green house, on your left-hand side.
Back
Curriculum-wide
Needs Analysis
Motivation study in Fall 05 & Class evaluation in Spring 06
Student Survey Fall 06:1.Motivation – travel & speak to NS2.Language performance preference – fluency + pronunciation
+ socialcultural knowledge3.Interested topics (from the textbook) – directions and
transportation + food
1.In-depth interview with one previous learner2.Open-ended questions to four learners3.Survey questionnaire (adapted from Iwai et al, 1999,
Japanese Language needs analysis)4.Instructors judgment on task sequence
1. Teachers’ ratings of students online, tutoring oral performance.
2. Pre-test and post-test of learning outcome, rated by the instructor and outside rater
3. Free conversation oral interview
Directions & transportation
•Directions and transportation language use situation identification and learning needs from experienced, inexperienced, and no-experience travelers.•Learners want to learn chunk language, culture, and safety issues.•Phone Interview native speakers on culture.
1.Semi-authentic discourse collection from:• Four native speakers or 2nd language speakers in Honolulu• Two natives from China by phone • Collected authentic discourse in China in Summer 07
2. Interviewed textbook writer for pedagogical task sequencing structure.
1.Schemata building and awareness raising: expectations and experience in the target situation
2.Input phase: The authentic discourse + input enhancement3.Language and meaning mapping:
• Discourse structure identification• matching words and pictures• Identify focal direction and transition vocabulary in context• Learner initiated learning
4.Output online: Recording simple directions according to the picture; leave a phone message
5.Output face-to-face: information-gap 6.Focus on Form: online7.Culture enhancement: notes on culture
Task-situations & task-types
Assessment
Evaluation
Needs Analysis
Material Development
Pedagogy and task sequencing
Assessment
Unit task sequence Activation of learner schemata and provision of social-cultural
information Authentic discourse + input enhancement Language and meaning mapping (task as unit of analysis):
identify discourse structure match words and pictures identify focal direction and transition vocabulary in context learner-initiated learning: student-generated questions
Output face-to-face: information-gap map task Output online:
record simple directions according to the picture leave a phone message
Ongoing assessment with individual feedback (focus on form)
independent / face-to-face / interactive online
Day 1: Authentic input and getting the general structure Students were asked to view the dialogue
with animated Google map: Students were asked to identify the general
dialogue discourse structure: Ordering web exercise
Day 2 and 3: Vocabulary and Culture Students were asked to listen to focal
direction/location and transitional vocabulary in discourse context as web-based exercise.
Students posted their experience with the exercise and questions in the Q&A forum.
Students shared their cultural experience on direction asking, and compare it with experienced travelers’ and native speaker’s experiencesDays 4 & 5
Back
Individual reflection, self-initiated learning
I really like the fill-in-the-blank format…
This was a fruitful exercise but it took a while…
I learned "zhíjie", which I didn't know before...
Lots of interesting phrases for giving travel directions and I have some questions. What does che1dao4 mean, and I guess that dan1xing2lu4 is freeway. What about qi2 dao4di3?
Back
I really enjoyed the narration with the map because it really helped me to better understand how fluent mandarin speaking people explain directions in a coherent way.
Yeah, I noticed she repeated everything. At first, I thought it was kind of weird but as I listened [more] I actually thought it helped in making sure I know what area she was talking about.
T: Did you notice how she re-stated every single landmark -- like, "You go to Billy's house. OK, and Billy's house, from there you go to Janey's place. And then once you are at Janey's place..."
Back
Back
Days 4 & 5: Face-to-face tutoring and post-tutoring tasks Face-to-face: information gap map task Online task 1: Where are you going from
Beijing Railway Station — modeled exercise
First year output
Second year output
Days 4&5: Face-to-face tutoring and post-tutoring tasks Face-to-face: information gap map task Online task 1: Where are you going from
Beijing Railway Station — modeled exercise Online task 2: Leave a phone message to
give directions to your friend—scaffolded
Constraints Time:
discourse collection and analysis needs analysis and evaluation online activities
Resources: Only free software and resources
CamStudio – live screen-capture Hot Potatoes – JavaScript-based quiz/exercise Audacity – sound editing, MP3 generation GoogleMaps – Satellite view
mostly self-trained
Reflections Work on small pieces;
one piece at a time Seek collaboration Be practical Act upon information collected
information action reflection Undertake professional development:
theory and technology skills
taskinstructor
peer
Learner
What we can see:
Carrying things forward
Investigate learner outcomes using data Analyze authentic discourse on more topics
of interest (shopping, restaurant) Systematic syllabus and online material
development Improve achievement assessment system Summative evaluation
Simple summary of learners’ outputTopicalization Modal Renomination Repetition Restatement/
Elaboration
ONE
Task 1 Train Station (n=8)
Function # 0 2 2 2 4Student # 0 1 1 2 1Task 2 City Mill (n=7)
Function # 0 12 12 1 2Student # 0 6 4 1 2
TWO
Task 1 Train Station (n=13)
Function # 4 29 26 4 3Student # 3 12 9 3 3Task 2 City Mill (n=12)
Function # 2 39 33 2 1Student # 1 11 10 2 1
