Helping students advance through oral presentational language use - PowerPoint PPT Presentation

Helping students advance through oral presentational language use Ali li M Miano no Coordina nator, , Spani nish Lang nguage Pr Progr gram am Stanf nford Uni niversity Lang nguage C Cent nter ali limi miano no@stanf nford.e .edu ht http:/ ://spanla nlang ng.s .stanf nford.e .edu

• Presentation: A tale of two Spanish classes • Teaching strategies • Results • Your questions • A look at some Korean clips • Small and large group discussions about pedagogical possibilities for Korean Format

• Ongoing look at presentational language in a variety of second- and third-year classes in the Romance languages • Defining presentational language • Today’s focus: presentational language learning both in a reluctant class and an enthusiastic class • Less rehearsed film discussions of 8.5 minutes with three participants and with four participants • What presentational language do students use in less rehearsed situations? Study ove vervi view

• Second year, second quarter: Spanish 12C, winter quarter, 2011 • 13 students • 11 women, 2 men • 10 frosh • 2 juniors and 1 senior, all about to study in Madrid the next quarter, one on the verge of failing • 5 students participated in study, 3 in today’s clip • Tendency to form cliques and resist mixing First class First class

• Students signed up to view one of three feature films: Machuca , Voces inocentes, or Sin nombre • Viewing film outside of class with study guide • Viewing movie reviews in class with note-taking on vocabulary • Informal discussion, same film • “Jig saw” discussion, different film • Summary class discussion • Assignment: summarize, recommend, and back up your recommendation Study d Stud y details: etails: Prepa Pr paration & assignme ment

Organization: Theme mes addressed, , organizational vo vocabulary Claire Jennifer Lorna Gang violence √ √ √ Immigration √ - - Film recommendation √ √ √ and back-up Importance of Film √ √ - genre Organizational √ - √ vocabulary: “ Estoy de acuerdo… ” ‘I agree…’

Claire Jennifer Lorna “ Hola clase ” “ En nuestro - ‘Hello class’ mundo… ” ‘In our world’ First-person √ √ √ references Second- - √ - person references Impersonal - - - references Organiza Or zation on: : Theoretical audience Theoretical au dience

Critical Thinki king Claire Jennifer Lorna Summary Theme, plot (40 - - sec.) Comparison Mention of an American film - American film (35 sec.) Analysis / Continuation of • Value of “important - messages” in film development Jennifer’s point re: (20 sec.), the importance of • Film as an film as a genre important medium (38 sec.), • Understanding gang violence (28 sec.) Hypothesis - Present tense -

Claire Jennifer Lorna Number of 7 4 4 times held the floor Amount of 2:57 2:23 1:24 time held the floor Longest time 1:05 :43 :35 held the floor (18 pauses) (4 pauses) (6 pauses, 2 false starts) Total Pauses 39 29 16 Total False 7 2 3 starts Fluency Flu ency

Vocabulary Claire Jennifer Lorna Lower-frequency “la vida de las pandillas en Honduras y la “los dramas” “las realidades” intersección con la inmigración” ‘drama mas’ ‘the he r reali lities’ ‘Ga Gang ng li life i in H n Hond nduras a and nd t the he i int ntersection n “el arte es un medio with i h immi mmigration’ n’ importante” “un viaje de una familia que trata de ‘art i is a an i n important nt me medium’ m’ alcanzar su destino en los Estados Unidos” “audiencia” ‘audienc nce’ ‘the he t trip o of a a f fami mily t ly tha hat t tries t to r reach i h its “aspecto” ‘aspect’ aspect’ destiny i y in t n the he U U.S .S.’ .’ “escenas…hermosas” ‘beautiful… l…scene nes’ “la cinematografía” ‘cine nema matography’ y’ ”ofrece una perspectiva” ‘it o offers a a p perspective’ High-frequency “las escenas son m muy y hermosas”, “los problemas del mundo hoy” película (3) ‘mo movie’ ‘the he s scene nes are v e ver ery beautiful’ l’ ‘the ‘t he p proble lems ms o of t the he w world ld t today’ y’ muy (2) ‘v ‘very’ y’ película (5) ‘mo movie’ importante (4), ‘i ‘important nt’ mucho (1) es/son/hay (11) película (5), ‘mo movie’ ‘mu ‘much’, ‘ma h’, ‘many’ y’ ‘is’/ ’/ ‘a ‘are’ / ’ / ‘t ‘the here a are’ es (8) ‘is is’ es ( 4) ‘is is’ muy (3) ‘v ‘very’ y’ tiene (4) ‘ha has’ tiene (1) ‘ha has’ mucho (1) ‘mu ‘much’, ‘ma h’, ‘many’ y’ muy (1) ‘v ‘very’ y’ mucho (1) ‘mu ‘much’, ‘ma h’, ‘many’ y’ Connectors Pues ‘well’ ll’ , y ‘and nd’ , también ‘als lso’ , pero ‘bu but’ , Pero ‘bu but’ , si, ‘if if’ , como, ‘ ‘as’ as’ , Porque ‘be becau cause se’ y ‘and nd’ , por a veces ‘some metime mes’ , entonces ‘the hen’ n’ porque ‘be becau cause se’ , de vez en ejemplo ‘for e example le’ , pero cuando, ‘onc nce i in a n a w whi hile le’ , ‘bu but’ entonces ‘the hen’ n’ Synonyms - - -

Accu Accuracy racy Claire Jennifer Lorna Lower-frequency structure - - “ La vi con mi hermana y ella dijo… ” ‘I s ‘I saw i it w with m h my s y sister and nd s she he s said...’ ...’ Vocabulary errors - 1 1 “cinema” “grose” [‘cine’] [repugnante, asqueroso] Pronunciation errors 4 - - Grammatical errors 7 - 11 agreement def. article (omission, agr) verb tense/agr English interference [ma šε ti] “cinema” “grose” ‘machete’ “like” Context/content errors - - “Sudamérica” ‘S ‘South A h Ame merica’ ’

• Claire: more formal posture and attire (yet chewing gum!) • Mutual respect among all Manner Manner