Action Research for Teaching a Second Language

Action Research for Teaching a Second Language By: Sarah Spivak

Focus Question • When implementing task based activities in a classroom, how does group size affect the output of the learners?

Rationale • SLA takes place in a controlled environment which is meant to best simulate an authentic situation where L2 may be used. • Therefore role-play or interactions with others in the class will generate desired conditions for L2 output.

Hypothesis • Smaller group = more output opportunity • Larger group = more input opportunity • Larger group = more motivation to participate because ‘everyone else is’ • Larger group = less motivation to participate because ‘everyone else is’

Method Three different lessons with a central task based activity were analysed • Lesson 1 – whole class activity • Lesson 2 – group activity (4-5 people) • Lesson 3 – partner activity

Method Each lesson based on task-based activity • Students had cue cards to initiate interaction with other class member(s). • Communication; questions and answers based on Learning Intention • Questions to ask primarily provided by teacher • Answers generated by student knowledge

Ellis • Conclusions after Lesson #2 • Students only used L2 from LI • Formulaic Expressions were not used • Teacher L2 had regressed • Pronunciation and Form were not emphasised

Ellis • Before Lesson #3 • Several lessons devoted to simple activities requiring Formulaic Expressions • Teacher focused on speaking L2, finding ways to convey meaning other than L1

Data Collection • Each lesson observed by Wendy Thomson • Same two students observed each lesson • Each utterance recorded down (to be tallied) • Students in same group for Lesson 2 • Students in different partnership for Lesson 3 (at same table)

Data Summary *For this research a ‘Student Utterance’ consists of a word or short phrase which functions independently within the interaction.

Student Utterances

Student #1 Difference between Lesson #1 and Lesson #2 - 750% more output Difference between Lesson #2 and Lesson #3 – 233% more output Overall difference 17.5Xmore output Student #2 Difference between Lesson #1 and Lesson #2 - 250% more output Difference between Lesson #2 and Lesson #3 – 200% more output Overall difference 7.5Xmore output Analysis

Conclusion • Task-based activities implemented in the classroom for the purpose of encouraging Student output of L2 will be more successful when interactions are carried out in pairs rather than small groups or as a whole class.

Rationale • Students speak because they have a need to speak. In other words; working with one partner increases motivation and pressure to speak rather than in a group of 3 where two could easily interact, while a third chooses to remain silent. • Few opportunities to practice the TL outside the classroom. Teachers must provide opportunities to use TL in the classroom as much as possible. While not true for all situations, usually, interactions occur between two people. This also requires that the listener demonstrate such behaviours as would be typical in a true setting like nodding, voicing agreement or disagreement or asking for clarification.

Points to Consider • Volume in the class • Monitoring all students at once for • Behaviour (on task) • Language production (correct)

Constraints • Only two students were studied • Task-based activities were not exactly the same • Did not take into account correct pronunciation or quality of L2 • Lesson #3 took place after more exposure to L2 than Lesson #1

Next Steps • Learners worked best when they were in groups or in pairs. They felt more confident and helped each other. Rocha • Planning to involve activities with 1-on-1 interactions • Observe effectiveness of frequent partner changes throughout an activity • Maintain balance of Ellis principles within lesson structure and focus

Ellis and Me…. For my personal teaching strategies; Task-Based activity ensures some of Ellis’ principles are taking place in class, but not all. A lesson is most effective when most or all of Ellis’ principles are taken into account throughout a lesson. When some of the principles are left out, it is obvious that the students are missing out on some major aspect of a successful learning experience.

FORERO ROCHA, Yolima. Promoting Oral Interaction in Large Groups through Task-Based Learning*. profile. [online]. Jan./Dec. 2005, no.6 [cited 29 August 2007], p.73-82. Available from World Wide Web: <http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902005000100007&lng=en&nrm=iso>. ISSN 1657-0790.

Action Research for Teaching a Second Language