Forschungsergebnisse zur Effektivität von Lehr-/ Forschungsergebnisse zur Effektivität von Lehr-/ Lernprozessen im Fremdsprachenunterricht

Dr. Henning RossaFachdidaktik Englisch / Angewandte Linguistik

Institut für Anglistik und Amerikanistik Technische Universität Dortmund

Fremdsprachentag Münster, 19. September 2012

Professionelle Reflexivität von Lehrerinnen und LehrernDenkbare Referenzpunkte für die Reflexion des eigenen Beitrags zum unterrichtlichen Handeln:

� Effektivität (Leistungsorientierung)� Effektivität (Leistungsorientierung)

� Orientierung am “state of the art“

(Innovation, empirische Validierung)

� Curriculare Angemessenheit (Legitimation)

� Schülerorientierung (Pädagogische Überzeugungen)

� Selbstwirksamkeit, Wohlbefinden (Persönliche, psychologisch motivierte Ziele)

� …

The obvious: Top 3 (process-)factors thatsupport language learning in the classroom1 Hohe Schüleraktivität 15

Alltagsrelevanz der Inhalte und der Umsetzung

Spannungsbogen, unterschiedliche Phasen/Anforderungen

S-S Interaktion in der Zielsprache 6

2 Lernzuwachs 102 Lernzuwachs 10Implizites Lernen, Anwenden, Einstellungen ändern 2Weitergehendes Interesse der SuS an den Inhalten 2Konzentration auf den UnterrichtStrukturierung, Transparenz

3 Affektive Dimension: Spaß, Zufriedenheit (SuS und L)Arbeitsklima (Respekt, Ruhe)LernmotivationSuS bringen Ideen ein

Das Empirie-Praxis-Problem: What use are research results for practitioners?

Borg 2010 (421): Borg 2010 (421):

There is a growing awareness that the contribution of SLA research to what teachers do is at best facilitative rather than determinative.

Larsen-Freeman 1998 (554):

Teachers who have been exposed to concepts and research in SLA courses […] often become more learning-centered. The benefit of this shift is two-fold: Their responses to their students are more relevant, and their own professional development is ensured, for becoming fascinated with what learners do is an excellent way of keeping one’s teaching practice vital.

Benefits of teacher-researchcf. Borg 2010 (414):

• make deeper sense of your work (new ways of seeing);

• identify ideas to experiment with in your classroom (new ways of doing);(new ways of doing);

• extend your discourse for discussing teaching (new ways of talking);

• validate with an empirical rationale what you already do (new ways of knowing);

• examine your planning and decision-making processes (new ways of thinking).

Das Empirie-Praxis-Problem: The messy nature of language teaching and learning

Kiely 2009 (114): Kiely 2009 (114):

In the past, the search for effectiveness has been through grand theories, branded methods, and passing trends. The search for the secret of effectiveness has often focussed on the nature of the programme inputs and the measurement of outcomes. […]As well as inputs and outcomes, there is a need to examine the interactions and the factors which shape input use and impact.

Input Interaction Output

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Educational settings

Effektivität von Lehr-/ Lernprozessen im Fremdsprachenunterricht: Ausgewählte Forschungsgegenstände

� Optimal Conditions for L2 Acquisition

� Grammar Acquisition

� Vocabulary Acquisition

� Task-based Language Teaching

� Content/Language Integrated Learning

� Assessment

� Learning Strategies

Optimal conditions for L2 acquisitionZwei relevante Forschungsperspektiven aus Dixon et al. 2010

fremdsprachendidaktischuntersucht L2-Lerner und ihren fremdsprachlichen Wissens- und untersucht L2-Lerner und ihren fremdsprachlichen Wissens- und Kompetenzerwerb, classroom interactionVornehmliches Ziel: Entwicklung und Evaluierung von Lehr-/ Lernmethoden

psycholinguistisch untersucht kognitive Prozesse der Lerner beim FremdsprachenerwerbVornehmliches Ziel: Prozesse des Fremdsprachenerwerbs verstehen

Synthese der Forschungsergebnisse (71 empirische Studien 1997-2011):

Zweitsprachenerwerb � L2 exposure (in der Schule und informell)

bilingual education programs

Optimal conditions for L2 acquisition

� bilingual education programs

� type of instruction(inhaltliche Vorbereitung, comprehensible input, Vermittlung von Lernstrategien, Anwenden/Üben/Wiederholen, assessment)

Erfolgreiche L2-Lehrkräfte � L2 proficiency

� metalinguistisches Wissen� strukturierter Unterricht� Reflexivität, Selbstwirksamkeit

Optimal conditions for L2 acquisition

Fremdsprachenunterricht:

� Explicit instruction

� Content-based instruction� Content-based instruction

DESI Videostudie (DESI-Konsortium 2008)

� Sprechanteile

� Verwendung der Zielsprache im Unterrichtsgespräch

� Selbstkorrektur

� Interaktion: Wartezeit nach Lehrerfragen

Grammar AcquisitionNorris & Ortega 2000

meta-analysis (49 empirical studies, 1988-1998)

AND

Spada & Tomita 2010Spada & Tomita 2010

meta-analysis (30 empirical studies, 1990-2006)

Explicit instruction (deductive and inductive, form focus and integrated meaning/form focus)

is more effective than implicit instruction.

Grammar AcquisitionLi 2010

meta-analysis (33 empirical studies, 1991-2009)

Corrective feedback supports grammar acquisition, the effect is maintained over time.effect is maintained over time.

The effect of implicit feedback is better maintained than that of explicit feedback.

Corrective feedback is more effective in FL contexts than in L2 contexts.

Grammar AcquisitionAkakura 2012

explicit instruction was effective in improving oral production of articles and helped learners become better analysts of article errors.

Erlam 2005

explicit instruction + form-focused productive activities minimizes effect of explicit instruction + form-focused productive activities minimizes effect of language aptitude on learning outcomes

Henshaw 2012

affective (meaning-focused) activities help learners maintain learning gains in grammar acquisition

van Beuningen et al. 2012

Comprehensive corrective feedback helps L2 learners improve their written accuracy.

Vocabulary AcquisitionEckerth & Tavakoli 2012

processing words again after reading (input–output cycles) is superior to reading-only tasks.

Kim 2012

Writing short essays is more effective than reading and gap-filling exercisesWriting short essays is more effective than reading and gap-filling exercises

Peters et al. 2009

making learners look up the meaning of unknown words, process their form-meaning relationship elaborately, and process words again after reading is more effective than “input only” reading activities

Tian & Macaro 2012

Lexical Focus-on-Form activities lead to higher vocabulary learning gains than mere incidental exposure. Teacher codeswitching may be superior to the teacher providing L2-only information.

Task-based Language TeachingHawkes 2011

Repeated performance of the task (after a form-focus phase) increases amount of learners’ self-correction (i.e. attention directed at form).

Mochizuki & Ortega 2008

Guided planning including grammar handouts supports task completion and linguistic Guided planning including grammar handouts supports task completion and linguistic accuracy in task performance.

Skehan et al. 2012

On-line and strategic planning as well as task repetition and a post-task phase have positive effects on learner task performance (accuracy and fluency).

Shintani 2012

Listen-and-do tasks can create contexts for the incidental acquisition of both vocabulary and grammar and are effective for implementing task-based instruction for young beginner learners.

Content/Language Integrated LearningLorenzo et al. 2009

Bilingual Sample N=1302

AssessmentRoss 2005

longitudinal study (8 years, N= 2215) on formative vs. summative assessment

“Assessment procedures shifting more of the locus of “Assessment procedures shifting more of the locus of control to the learners—through process oriented portfolios, self-assessment, peer-assessment, group projects, and cooperative learning tasks—may provide a domain-specific stimulant to enhanced learner engagement.” (337)

Learning StrategiesVandergrift & Tafaghodtari 2010

Teaching metacognitive listening strategies has a positive effect on learners’ listening skills, the largest effect can be observed in less skilled listeners.observed in less skilled listeners.

Effective Language Teaching?� Explicit form-focus

� Wiederholung und Elaboration in der Wortschatzarbeit

� Content- based teaching

Meaningful tasks, Planungsphase, Sprachmaterial� Meaningful tasks, Planungsphase, Sprachmaterial

� Formative assessment

� Lernstrategien

Literaturverzeichnis

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