An Integrative Approach to Proficiency Masayasu AOTANI The International Center Kyoto University 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency A Warm-up Exercise What should high school English teachers teach? Think about it for 20 seconds. State your opinion in one minute. Why this exercise? TOEFL’s speaking test 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency Hercules Beetle 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency Now and the 70s There are far more teaching/learning materials available now. Nevertheless, the students’ proficiency has not improved much. (maybe a little in speaking and listening, but their writing skills may have deteriorated) 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency My Conclusions Abundance of teaching/learning materials is not enough. The problem may lie in how they are being used; i.e. how English is taught and learned. 2018/12/1 An Integrative Approach to Proficiency

The Methods of the Masters Read Time from cover to cover and learn new words One English movie a night Totally unrealistic Efficiency is completely ignored albeit effective 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency It is really true! It is true that hard work does not necessarily guarantee success in life. However, it is definitely true that proficiency in English can indeed be achieved by diligence alone. It’s just that there is no overnight success as it may require three years or longer. 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach All four skills All three helices Linking Anchoring The Internet Approach・Skate Boarder Style nonlinear・do it sideways 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency Listening Transactional vs. Interactive Intensive vs. Extensive 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency The Final Frontier Initial improvement Only asymptotic and slow Japanese interpreters Japanese >> English 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency Why so hard? Word recognition (no space) Transitory Individual differences Intonation Knowing 98% of the words if written is never enough 2018/12/1 An Integrative Approach to Proficiency

Transactional Listening Uni-directional Radio news is typical A script is being read Basically there is no interaction News Headlines: 06/02/2005 2018/12/1 An Integrative Approach to Proficiency

Interactive Listening Bi-directional (not always verbal) The speaker is in front of you No script Conversation: an extreme case Back-channeling, checking, confirming, negotiation of meaning 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency EFL Situation We will rely more heavily on transactional listening at least in the beginning. However, note that even a lecture counts as an interactive listening experience. 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency Intensive Listening Meaningful Input Focus-On-Form: primarily sound-wise Detail oriented 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency Intensive Listening Need the script Different levels of difficulty Pronunciation & accent followed by intonation Rhythm Connected speech 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency Intensive Listening Words, expressions, the entire sentence Understand in the order they come in Listen >> look >> listen >> read >> listen cycles Diverse materials 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency Connected Speech assimilation（同化：nice shape） reduction（弱化：where he lived） elision（音脱落：mostly〔mousli〕） 2018/12/1 An Integrative Approach to Proficiency

Connected Speech I can believe it. >> I saw him at school. >> handbag >> I’ll pay for it. >> terrorist >> cam saw & him ham-bag 「あ、ペイ」 terist 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency Rhythm Birds eat worms. The birds eat worms. The birds eat the worms. The birds will eat the worms. The birds will have eaten the worms. 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency Rhythm “He said he was trying to visit us this weekend, but as it turned out he was too busy to do so.” 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency Extensive Listening Meaningful Input & Fluency Development Quantity-oriented exercise Automatic, smooth, and fast processing of an auditory input 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency Intensive Listening Transactional listening With a script TOEFL/TOEIC-type short listening Dictation (normal speed) 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency TOEFL Short Listening TOEFL-type short listening A: “Have you decided on the topic of your term paper for Ms. Johnson’s class?” B: “Yes, I think a pro-abortion argument would be perfect.” A: “I know that’s your favorite topic. It is interesting, too. But, do you think she will appreciate it? 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency TOEFL Short Listening “What is the nature of the concern?” ・The topic is too broad. ・The abortion issue has been discussed in the class. ・Ms. Johnson may not have enough time. ・The student may fail to get a good grade. 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency TOEFL Short Listening A: “ジョンソン先生のレポートのトピックは決めたの？” B: “うん、妊娠中絶に賛成する理由。完璧でしょ。” A: “あなたの選びそうなトピックだし、興味深いけど、先生はそういうのどうなんだろう？” 答えは“She may fail to get a good grade.”（良い成績がとれないかもしれない） 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency Normal Speed　(06/02/2005) Dictation: One thing that’s very difficult to do without any help Use this to scare them in a good way 10/20 is typical. 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency Extensive Listening The focus is not on learning new language, but on learning how to process the input 95%　to, ideally, 98% of the running vocabulary should be familiar to the learner 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency VOA (Voice of America) Special English limited vocabulary 2/3 the normal speed Transcripts are available downloadable from the Web http://www.voanews.com/specialenglish/ 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency Special English With or without the transcript Use the transcript to check the trouble spots Science in the News (05/16/2005:Let’s listen. 5 minutes) 2018/12/1 An Integrative Approach to Proficiency

Different Levels of Understanding Read the transcript at own pace Read the transcript at the speed of the announcer (100 wpm) Listen while looking at the transcript 2018/12/1 An Integrative Approach to Proficiency

Different Levels of Understanding Listen and check the transcript Just listen 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency Working Memory For some students, following the written script as they listen overloads the working memory, and their listening comprehension suffers. 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency Speaking Intensive vs. Extensive Teachers’ Roles 2018/12/1 An Integrative Approach to Proficiency

The Four Stages/Aspects Generating English sounds Composing and delivering = an utterance Exchanging utterances = Interactive Language Use Communicating: Threshold Hypothesis 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency Intensive Training Mostly about the composing and delivering phase One on one or One on a few Pronunciation (including accent) Grammatical correctness Expressions, choice of words, idioms Intonation In the beginning, reading a written text is fine 2018/12/1 An Integrative Approach to Proficiency

More Extensive Training FM: Fragmentary Monologues PS: Point and Say: 指差確認喚呼、指差喚呼 The window is open. “Why is the window open?” “Did I forget to close it?” Oral Diary Kid’s diary (Try this as a pair work.) Adult’s diary 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency Adult’s Diary The train was very crowded, and that made me think about why Japanese trains are always so crowded. When I visited the United States, trains were never crowded like this even during rush hours. Is it because they use cars much more than we do? If so, our crowded trains may mean that we are doing something that is good for the environment. It is a very interesting thought. 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency Oral Composition TOEFL writing topics (Pair work: Why? 2 min.) Basically wabun-eiyaku (Discussion - How best to express the same meaning: Come up with one expression as a group.) はるが　きたよ！　かえるの　カルちゃんは、エルくんを　おこそうと　しますが、エルくんは、ねむい　ねむい。おきようと　しません。はなが　さいて、むしたちも　めを　さましたよ。はやく　おきなさーい、エルくん！ 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency はるが　きたよ！　かえるの　カルちゃんは、エルくんを　おこそうと　しますが、エルくんは、ねむい　ねむい。おきようと　しません。はなが　さいて、むしたちも　めを　さましたよ。はやく　おきなさーい、エルくん！ Spring has come! Karu the frog tried to wake up Eru, but Eru is so so sleepy. He (She?) would not wake up. The plants are flowering and the insects are out. Wake up now, Eru! 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency 432 or 321 Training Smoother and faster production Do try to get more creative second time around 2018/12/1 An Integrative Approach to Proficiency

Interactive Language Use With other students With the teacher (possibly a native speaker) 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency With other students What I have done so far TOEFL writing topics 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency Task-Based Learning Guided and unguided role playing TOEFL writing topics Map task Descriptions Differences (Try this at the least. A pair work) 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency 2018/12/1 An Integrative Approach to Proficiency

The Teacher’s Role in Group Discussions To provide an authentic input To serve as a resource person To facilitate the discussion So, the teacher should possess native or near-native abilities. 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency Linking In a way, this happens automatically. However, being aware of it is very important. Simply put, this is about addressing the same skills from different angles. 2018/12/1 An Integrative Approach to Proficiency

Linking: pronunciation Focus-On-Form International Phonetic Alphabets Intensive listening Intensive speaking Connected speech 2018/12/1 An Integrative Approach to Proficiency

Linking: pronunciation Meaningful Input and Fluency Development Connected speech Rapid input processing requires a solid knowledge of pronunciation Repeated and frequent encounter with the same words enhances the knowledge of the Form 2018/12/1 An Integrative Approach to Proficiency

Linking: pronunciation Meaningful Output and Fluency Development Recording etc. confirm one’s grasp of correct pronunciation Confirmation checking Repeated and rather explicit foregrounded access to the database 2018/12/1 An Integrative Approach to Proficiency

Linking: pronunciation Reading and Writing Repeated and rather implicit access to the database in the background Alphabets are different from ideographs 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency Anchoring Using the same material for different purposes and activities VOA Special English TOEFL Writing Topics 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency VOA Special English Science in the News: 05/30/2005 Intensive/Extensive listening Meaningful input Task: pair work Task: Group discussion (Try this.) 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency TOEFL-like Writing What should college professors teach? Composition Oral composition Pair work, Group discussion Presentation with Q&A 2018/12/1 An Integrative Approach to Proficiency

An Integrative Approach to Proficiency 個人情報 青谷正妥（あおたに まさやす）♂ 〒 606-8501 京都市左京区吉田本町 京都大学国際交流センター aotani@aoitani.net http://aoitani.net/ TEL 075-753-2568 FAX 075-753-2509 意見・苦情・札束の送り先 シェアウェアというソフトウェアを御存知ですか。只で使ってみて、良かったら金を製造元におくるというものです。この講演も一応只ですが、シェアウェアですので宜しく御願いします。「そんな急に他人から金送られても、せんせも困りはんで」と考えられるかも知れませんが。その様な御心配は一切無用です。自分は典型的な大阪人ですから、「有効につこたったら金も喜ぶやろ」と早速使わせて頂きます。 冗談はさて置き、「こんな格好でスケボー通勤して上から何も言われませんか。」とよく聞かれます。ところが、肝心の京大総長の長尾真先生が自分の大ファンでして。「せんせ、こないだ又新聞に載ってましたね」「せんせ、新聞よりほんまもんの金髪の方が綺麗ですね」というはしゃぎ振り。一番上がこれですから、御咎めどころか、自分はこれからもこの毛が無くなるまで金髪を続け、神経痛で動けなくなるまでスケボーに乗り続け、大学の国際化・地域の国際化・日本の国際化・外国との交流・国民の意識改革に全力を尽くして行きたいと思っています。皆さんのサポートどうか宜しく御願い致します。 拍手の準備をして下さい。 2018/12/1 An Integrative Approach to Proficiency

おめでとうございます。 今日から皆さんは全員カルト集団 「幸運の青い谷」 の工作員です。 工作員には三種の神器が有りまして..... 京都大学名誉教授の森毅先生は、講演はノリが6分内容が4分だと言っておられます。 では、ノリの部分が終わったところで、内容に入ります。先ずタイトルの「進化せよ！」の説明から。 あっ！でもその前に......... ..... 2018/12/1 An Integrative Approach to Proficiency