5 MARCO DE REFERENCIA
5.2 ESTADO DEL ARTE
5.2.1 RELACIÓN ENTRE LA PROTEÍNA P53 Y CASOS DE HEPATOCARCINOMA CELULAR
CONCLUSIONS AND RECOMMENDATIONS
Conclusions
The project addresses the problem of lack of energy in ESL classroom, which is observed in English Learning Service center in Berkeley, meanwhile, the problem is also commonly observed in ESL teaching. To understand the problem in an objective and comprehensive view, the project discusses the problem from both the learner’s side and the instructor’s side.
First, the reflection of lack of energy from the learner’s side is the silence of the students. Silence of students is broadly discussed and considered to be a complicated phenomenon, which combines psychological, cultural, linguistic, and social factors. Among all the affective factors influencing successful foreign or second language learning and acquisition, foreign language anxiety is the most important one (Effiong, 2016). Research shows that foreign language learners experience foreign language anxiety (FLA) during the learning process, which makes them have difficulty in speaking, comprehending, and producing sounds and avoid participating in oral activities in the target language. It should be noticed that more than half of the foreign language learners experienced different types and levels of FLA in the classroom (Kondo and Ling, 2004). The project applies willingness to communicate as a central concept to the problem of the silence of students. According to the idea of willingness to communicate, the most considered two factors in students’ oral participation are language anxiety and motivation, and the project states how language anxiety and motivation affect students’ willingness to communicate. Other than willingness to communicate, learning behavior and learning styles play important roles in language learning. Because learning behavior and learning styles are interpreted differently in
different cultures, the project also discusses the culture influence on language learner, and concludes that it’s necessary to interpret the reticence of students within a culture group, but research should not be misleaded by stereotypes.
Second, the reflection of lack of energy from the instructor’s side is teacher enthusiasm. Enthusiasm is seen as a component of high-quality instruction that is reflected in teacher behaviors such as remarking on the value of the learning material, expressing their own interest in the subject, or having a lively, inspiring presentation style. The project discusses the definition of teacher enthusiasm and its contribution to effective teaching by reviewing three mechanisms of teaching effectiveness.
The purpose of the project is to help instructors solve problem of lack of energy in ESL classroom by using communicative language teaching method. It outlines a framework for how an instructor can integrate various strategies and activities to help ESL learners, especially learners from East Asia, to increase motivation and willingness to communicate and interact with the instructor and classmates. Instructor can build their teaching around innovative strategies for language instruction. Undoubtedly, the main reason of creating the project is to motivate students to express their ideas in English, but the ultimate goal of creating the project is to inspire their curiosity and creativity, to empower their thinking, which is the meaning of education.
The significance of the project is that it creates an energetic and communicative classroom where both the students and the instructor can discover their potential. For students, they will get intensive practice in language skills, for example, listening and speaking. More importantly, students need to challenge themselves in problem solving, team working and critical thinking, because the activities require them to solve a problem with a partner or group members. Through the activity, students will feel comfortable to use the target language, and gradually
build up their language confidence. The activities are designed engaging and motivating to reduce learner’s anxiety as much as possible. The activities are also designed in an authentic context to insure students get the chance to communicate with native speakers, and learn from the interaction.
The significance of the project for instructors is that the project is inspiring and resourceful. First, because the activities are engaging, it reduces the strain for instructors to motivate students. All the activities are student-centered, so instructors are released from teacher talk. Second, the project contains step-by-step instructions and resources. Teachers can find all the guidance for preparation, activity and post activity. Besides the activity, teaching tips and resources can also be found at the end of each unit.
The project accomplishes the purpose of creating an energetic and communicative ESL classroom by connecting three trending themes in education to ESL: design thinking, improvisation, and field trips. Unit 1 Innovative Spirits applies a very popular design method, design thinking, to ESL classroom, making learning extremely engaging and fun. Solving a problem requires not only creativity, collaboration, but also intensive communication, which is a very important practice for language learners. Unit 2 Improv(e) Yourself! focuses on the interaction between students. During the process, students will practice listening, speaking and grammar. Unit 3 Beyond the Classroom focuses on learning experiences in real life. Different from the previous two units, unit 3 is the only unit includes language input, especially for activity 2, students will get authentic listening and reading input first, and are required to convert the input to output after a short time preparation. The intensive exercise will improve integrated language skills.
In conclusion, the project empowers ESL instructors with a new perspective on English language teaching.
Recommendations
The project covers three themes: design thinking, improvisation, and field trips. I will keep exploring innovative themes to adapt in ESL teaching. I recommend instructors to refer to academic studies and resources online. For example, to find more resources for design thinking, Stanford d. school website is highly recommended. I also recommend instructors to use instructional technology in teaching. For example, Apple and Google provide online programs to support educators to use their products. For more information, please search for Apple Teacher and Google for Education. After finishing the program, teachers will get certification authorized by the company.
There is one introductory activity and one advanced activity for instructor to choose based on the level of the students in each unit of the project. In the future, I plan to refine the level of activity, for instance, beginner, intermediate, advanced and master level. For each level, I hope to have two or more activities with detailed instructions.
As for future development of the materials, although worksheets and examinations sound traditional, I hope to create learning materials corresponding to the theme. In addition to the learning materials, rubrics are also necessary for the evaluation of the activity. Predictably, the rubric will focus more on communication behavior than language use.
REFERENCES
Bachman, LF (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
Baran-Lucarz, M. (2014). The link between pronunciation anxiety and willingness to communicate in the foreign-language classroom: The Polish EFL context. Canadian Modern Language Review, 70(4), 445-473.
Bettencourt, E. M., Gillett, M. H., Galland, M. D., & Hull, R. E. (1983). Effects of teacher
enthusiasm training on student on-task behaviour and achievement. American
Educational Research Journal, 20(3), 435-450.
Braddock, R., Roberts, P., Zheng, C., Guzman, T., 1995. Survey on skill development in intercultural teaching of international students. Macquarie University, Asia Pacific Research Institute, Sydney.
Brown, T. (2009). Change by design.
Brophy, J., & Good, T. (1986). Teacher-effects results. Handbook of research on teaching. New York, Macmillan.
Canale, M. (1983). From communicative competence to communicative language pedagogy.
Language and communication, 1(1), 1-47.
Cheng, X. (2000). Asian students' reticence revisited. System, 28(3), 435-446.
Collins, M. L. (1978). Effects of enthusiasm training on preservice elementary teachers. Journal of Teacher Education, 29(1), 53–57.
Cortazzi, M., & Jin, L. (1996). Cultures of learning: Language classrooms in China. Society and the language classroom, 169, 206.
Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. The modern language journal, 78(3), 273-284.
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language teaching,
31(3), 117-135.
Effiong, O. (2016). Getting them speaking: Classroom social factors and foreign language anxiety. TESOL Journal, 7(1), 132-161.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gabryś-Barker, D. (2014). Success: From failure to failure with enthusiasm.
Ghavamnia, M., & Ketabi, S. (2015). Voices from the voiceless: Iranian EFL students' attitudes toward English. Innovation in Language Learning and Teaching, 9(2), 102-114.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132.
Hernandez, T. A. (2008). Integrative motivation as a predictor of achievement in the foreign language classroom. Applied Language Learning.
Hymes, D. (1972). On communicative competence. Sociolinguistics, 269293, 269-293.
Johnson, K., & Morrow, K. (1981). Communication in the Classroom: Applications and Methods for a Communicative Approach. Longman, Inc., 19 West 44th Street, New York, NY 10036.
Keller, M. M., Goetz, T., Becker, E. S., Morger, V., & Hensley, L. (2014). Feeling and showing: A new conceptualization of dispositional teacher enthusiasm and its relation to students' interest. Learning and Instruction, 33, 29-38.
Keller, M. M., Hoy, A. W., Goetz, T., & Frenzel, A. C. (2016). Teacher enthusiasm: reviewing and redefining a complex construct. Educational Psychology Review, 28(4), 743-769. Klapper, J. (2003). Taking communication to task? A critical review of recent trends in language
teaching. Language Learning Journal, 27(1), 33-42.
Kobayashi, Y. (2006). Perspectives from Japanese staff in Canadian ESL schools regarding Japanese students’ groupism. TESL Canada Journal, 23(2), 40-53.
Kondo, D. S., & Ying-Ling, Y. (2004). Strategies for coping with language anxiety: The case of students of English in Japan. Elt Journal, 58(3), 258-265.
Kubota, R., and A. Lehner. (2004). Toward critical contrastive rhetoric. Journal of Second Language Writing. 13 (1): 7–27.
Kumaravadivelu, B. (2003a). Problematizing cultural stereotypes in TESOL. TESOL Quarterly,
37(4), 709-719.
Kunter, M., Tsai, Y. M., Klusmann, U., Brunner, M., Krauss, S., & Baumert, J. (2008). Students' and mathematics teachers' perceptions of teacher enthusiasm and instruction. Learning and Instruction, 18(5), 468-482.
Kunter, M., Frenzel, A., Nagy, G., Baumert, J., & Pekrun, R. (2011). Teacher enthusiasm: Dimensionality and context specificity. Contemporary Educational Psychology, 36(4), 289-301.
Larsen-Freeman, D., & Anderson, M. (2013). Techniques and Principles in Language Teaching 3rd edition-Oxford Handbooks for Language Teachers. Oxford University Press.
Littlewood, W. (1981). Communicative language teaching: An introduction. Cambridge
Liu, H. (2015). Learner autonomy: The role of motivation in foreign language learning. Journal of Language Teaching and Research, 6(6), 1165.
MacIntyre, P. D., Dörnyei, Z., Clément, R., & Noels, K. A. (1998). Conceptualizing willingness to communicate in a L2: A situational model of L2 confidence and affiliation. The Modern Language Journal, 82(4), 545-562.
MacIntyre, P. D. (2007). Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. The Modern Language Journal, 91(4), 564-576. Mottet, T. P., & Beebe, S. A. (2000). Emotional Contagion in the Classroom: An Examination of
How Teacher and Student Emotions Are Related.
Munby, J. (1981). Communicative syllabus design: A sociolinguistic model for designing the content of purpose-specific language programmes. Cambridge University Press.
Murray, H. G. (2007). Low-inference teaching behaviors and college teaching effectiveness: Recent developments and controversies. The scholarship of teaching and learning in higher education: An evidence-based perspective, 145-200.
Patrick, B. C., Hisley, J., & Kempler, T. (2000). “What’s Everybody So Excited About?”: The Effects of Teacher Enthusiasm on Student Intrinsic Motivation and Vitality. The Journal of Experimental Education, 68(3), 217–236.
Patrick, H., Turner, J. C., Meyer, D. K., & Midgley, C. (2003). How teachers establish psychological environments during the first days of school: Associations with avoidance in mathematics. Teachers College Record, 105(8), 1521-1558.
Prabhu, NS. (1987). Second Language Pedagogy. Oxford University Press, Oxford.
Quadir, M. (2014). Relationships between learners’ motivation factors and speaking strategy factors to learn oral communication in English. The English Teacher, 43(3), 113.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge University Press.
Richards, J. C., & Schmidt, R. W. (2014). Language and communication. Routledge.
Rosenshine, B. (1970). Enthusiastic teaching: a research review. School Review, 78(4), 499–514. Rosenshine, B., & Furst, N. (1971). Research on teacher performance criteria. In Research in
teacher education: a symposium. Englewood Cliffs, NJ: Prentice-Hall (Vol. 81).
Ryan, R. M., & Frederick, C. (1997). On energy, personality, and health: Subjective vitality as a dynamic reflection of well‐being. Journal of personality, 65(3), 529-565.
Savignon, Sandra J. 1983. Communicative competence: Theory and Classroom Practice.
Tsui, A. B. (1996). Reticence and anxiety in second language learning. Voices from the language classroom, 145-167.
Turgay, H. A. N., Tanriöver, A. S., & Sahan, Ö. (2016). EFL students’ and teachers’ attitudes toward foreign language speaking anxiety: A look at NESTs and Non-NESTs.
International Education Studies, 9(3), 1.
Walberg, H. J., & Paik, S. J. (2000). Effective educational practices. Brussels: International Academy of Education.
Wilkins, D. (1976). Notional syllabuses. Bulletin CILA (Commission interuniversitaire suisse de linguistique appliquée)(«Bulletin VALS-ASLA» depuis 1994), 24, 5-17.
Wu, C. P., & Lin, H. J. (2014). Anxiety about Speaking a Foreign Language as a Mediator of the Relation between Motivation and Willingness to Communicate. Perceptual and motor skills, 119(3), 785-798.
Zhou, Y. R., D. Knoke, and I. Sakamoto. 2007. Rethinking Silence in the Classroom: Chinese Students’ Experiences of Sharing Indigenous Knowledge. International Journal of Inclusive Education 9 (3): 287–311.
APPENDIX
:
. . .
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •a.
Distinguish main idea and supporting ideas
b. Practice listening skills
c. Speaking skills
d. Note-taking skills
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••
Outcomes
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •a. Students will be able to explore the museum's website
•
•b. Students will be able to take notes on main ideas while
•
listening
c. Students will be able to prepare a presentation in
a short period of time
d. Students will be able to collaborate with partners
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 36