ERIC ED345499: Trait Development in an Intensive ESL Course for Adolescents: Grammatical Knowledge and Communicative Ability.

24 Pages·1992·0.74 MB·English

by  ERIC

DOCIINENT REBUKE
ED 345 499
FL 019 638
AUTHOR
Turner, Carolyn; Upshur,
Jack
TITLE
Trait Development in
an Intensive ESL Course for
Adolescents: Grammatical Knowledge
and Communicative
Ability.
PUB DATE
92
NOTE
24p.
PUB TYPE
Reports - Research/Technical
(143) --
Speeches/Conference Papers
(150)
EDRS PRICE
XF01/PC01 Plus Postage.
DESCRIPTORS
Adolescents; *Communicative
Competence (Languages);
*English (Second Language);
Foreign Countries;
*Grammar; *Intensive Language
Courses; Knowledge
Level; Language Tests;
Learning Processes;
Measurement Techniques; Second
Language Learning;
Testing
IDENTIFIERS
*Quebec
ABSTRACT
In a variation of the
traditional research report,
the background and design
of a study of second
language acquisition
are described, but no substantive
results are reported. The
intent of
the report is to stimulate
thinking about theory in
language testing.
Two questions are investigated:
What is it that
children learn in
second language classes?;
and How do those things
influence each
other as abilities develop?
The study is placed
in the context of
intensive programs in English
as a Second Language (ESL)
within the
francophone school system
of Quebec, Canada;
and of two contrasting
views of trait development
based on acquisition
of grammatical
competence or communicative
competence as the trait
driving further
learning. Seven test pairs
were developed, each using
a different
measurement method, with
one test in each pair
measuriht; grammatical
and one measuring
communicative competence. These
prototype measures
were validated and a variety
of alternate trait
indicators
identified. A time series
study of trait development
Will be
undertaken using these
measures. Questions concerning
the
interpretability of the
results are currently under
consideration,
including number of indicators
needed, interchangeability
of
measurement methods, and
use of an abbreviated
or simplified testing
model. A 23-item bibliography,
testing models, and test
method
examples are appended. (MSE)
***********************************************************************
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OERI passion Of PoiseY
adolescents:
ESL course for
in an intensive
Trait devlopment
abilityl
knowledg and communicative
Grammatical
Jack Upshur
Carolyn Turner
Concordia University
McGill University
'4t4
it4
ERBEICRa
Research
Language Testing
traditions of the
One of the early
in
of research projects
the development
Colloquium (LTRC) was
C4
them to
tt;e
ideas would bring
Colleagues with new
testing.
New
of their colleagues.
advice and criticism
colloquium for the
quality
projects; the
plans; plans became
ideas became research
been considered and
better for having
of these projects was
criticised.
the
of the success of
has been a victim
This early tradition
than two dozen
get-together of less
What began as a
LTRC.
With audiences in
respected conference.
colleagues has become a
forty
schedule that grants
hundred people and a
excess of a
opportunity
there is little
each presenter,
minutes or less to
the
Under these constraints
critical discussion.
for considered,
of
the presentation
primarily a forum for
LTRC has become
research reports.
place in
abilities has an important
Measurement in language
all, the link
It is, first of
research.
applied linguistic
(see Zeller eg Carmines
phenomena of interest
between theory and
and assistance of
acknowledge the cooperation
sWe wish to
l'Ecole
and students of
the administration
Diane Tomlinson,
Hampton, Margaret
Sheila Chapman, John
Plateau St-Louis,
Heather Sloat, Senj
LePage, Leila Ranta,
Hastings-James, Ramon
Worthington.
Temple and Lynn
-
BEST CZii:v
6
Trait Deve1opment
2
1980) in our field.
Without this link, theories of language use
or learning may be elegant and internally consistent but they
remain essentially meaningless.
At the same time, it is not only
Measurement
that measurement is necessary to instantiate theory.
may also inform theory (see e.g., Andrich 1988 for a review of
the notion of fundamental measurement).
In this "paper" we are concerned to recall the older
tradition of the LTIRC in service of our desire to give
empirically grounded meaning to, and to further the development
The aim sounds
of theory concerning language tfiaching.
We
In fact it is much more mundane.
altogether a bit too grand.
are sdeking guidance as we begin to investigate two questions:
What exactly is it that kids learn in second language classes?
And how do those things influence one another as abilities
develop?
This paper will take the form of a research report.
Only
The background and design of
the substance will be different.
the study will be described, but there will be no substantive
Instead we will ask questions of the audience.
We
results.
trust that your answers will aid our work just as the advice of
colleagues has helped the work of past participants in this
colloquium.
Trait Development
INTRODUCTION
Sackaround
Theory and Practice
The predominant conceptualization of communicative
competence (CC) today is componential (e.g., Bachman, 1990;
Canale, 1993; Canale & Swain, 1990; Hymes, 1972; Munby, 1978;
Savignon, 1983).
The various descriptions of CC are consistent
in their recognition that communicative language ability involves
both "knowledge or competence and the capability for implementing
that competence in language use" (Bachman, 1990, P. 109).
Within the current descriptions of CC, one of several
components is grammatical or organizational competence (GC).
Second language (L2) teaching practices offer contrasting views
of the process of language development concerning GC and CC
within the componential conceptualization.
One view professes that an increase in GC results in an
This view is implicit in courses that focus
augmentation of CC.
It is influenced by structural linguistics
on language usage.
and is in line with the traditional approach to second language
As a rule classroom practices emphasize the study and
teaching.
analysis of language form, stress the mastery of discrete
elements, and tend to be teacher-dominated with the purpose of
guiding students toward grammar accuracy (Brumfit, 1984).
The contrasting view proposes that an increase in CC through
the application of communicative strategies provides the
This view is
requisite precondition for development of GC.
ktth
b
t1
Trait Development
(i.e., a
that emphasize language use
implicit in courses
focus
classroom practices
In general,
communicative curriculum).
with and
actively interacting
in which students are
on activities
themselves and others.
construct meaning for
using language to
to
skills and strategies
the development of
Stress is placed on
language experiences.
to participate in
help guide students
to
and meaning-based
be learner-centered
Activities tend to
(Brumfit, 1984).
to fluency
language use leading
encourage
is
language development
view holds that
In simple terms, one
is CC driven.
language development
the other that
SC driven and
emerging
influenced by the
CC driven view is
Even though the
language and the
the nature of
sociocultural focus on
the
language learning,
the nature of
cognitively-based focus on
than are those
less well articulated
theories behind it are
The lack
1986).
& Olshtain,
driven view (Dubin
underlying the SC
of a variety
reflected in the presence
is in turn
of articulation
result from
which apparently
teaching practices
of language
There
of view.
CC driven point
interpretations of the
different
instruction in
even whether
uncertainty as to how or
appears some
be provided.
grammar should
Dickins and
is provided by
these questions
One answer to
the
"that the rise of
They point out
Woods (1988).
been
curriculum has sometimes
notional/functional/communicative
the organizing
as one of
devaluation of grammar
accompanied by a
language-learning materials"
commercially available
principles in
5
Trait Develoopent
They take the view that "grammar does not function as
(p. 623).
an end in itself but, rather, as a means toward successful
communication," and therefore should not be ignored in
instruction (p. 636).
A somewhat different interpretation is evidenced by
Krashen's claim, "that by 'going for meaning' the learner will
automatically acquire strUcture, and that language development is
a matter of moving from meaning to form rather than the other way
Another example can be found in
round" (Nunan 1985, p. 29).
Ellis (1990) who discusses what he labels the "cognitive anti-
He states that even though this method had little
method."
impact on classroom practices, its underlying assumptions have
been "incorporated into subsequent theories of classroom language
One
learning derived from L2 acquisition research" (p. 35).
assumption in particular that has influenced various L2 teaching
practices today is that linguistic analysis is not necessary
(i.e., it is not necessary to attend to linguistic form in order
to acquire an L2).
Such ideas tend to support naturalistic L2 acquisition.
With continual experience and exposure to the L21 a learner will
gradually internalize the linguistic code and be able to
According to Johnston (1984, as cited
communicate competently.
in Nunan, 1985) the learning that occurs will always be
contingent on the learner's stage of development.
6
Trait Devq19qment
the two
show variation across
teaching practices
In summary,
In
abilities.
of language
the development
views concerning
view.
the CC driven
differences within
addition, there are
research is
that much more
(1986) suggest
Cummins and Swain
theories that
specifics of the
fill in the
needed in order to
view.
the CC driven
practices within
underlie L2 teaching
cyntrastino Views
Investkgation of Two
distinct
from theory, two
practice, if not
From L2 teaching
In
identified.
can be
language development
notions about general
In the
lags behind GC.
depends upon and
the first, CC
An
CC.
and lags behind
GC depends upon
contrasting view,
two accounts
adequacy of these
the relative
investigation into
Which of the two
next step:
logical and promising
was seen as a
view, provides the
the CC driven
driven view or
views, the GC
happens in L2
account) for what
(seems best to
best explanation
grammatical
development of
Examining the trait
development?
information to
could provide
communicative ability
knowledge and
researchers alike.
developers, and
educators, curriculum
study
technique for the
promising statistical
One recent and
It can
structure analysis.
models is covariance
of theoretical
confirmatory factor
causal modeling or
be implemented as
begun in
has only just
confirmatory methods
The use of
analysis.
1983; Harley,
Bachman & Palmer,
sciences (e.g.,
the language
Perlman, 1984;
Nelson, Lomax &
& Swain, 1990;
Allen, Cummins,
Roeder. 1986;
Vollmer, Saumer &
Sang, Schmitz,
Purcell, 1993;
7
Trait Development
7
Turner, 1989).
The focus of this research has been trait
organization in university-level students and adults.
With the
exception of Harley et al. (1990), there are no reported studies
on the structure of language abilities in children and
adolescents which use confirmatory methods.
In addition, even
though there exist studies on longitudinal experiments concerning
language development in children and adolescents (e.g., French
immersion students in Canada and English as a Second Language,
ESL, "submersion" students in the United States), none of this
research implements time series confirmatory methods.
Research Study Contexts
Intensiye ESL Programs in Quebec. Can4da
In 1981, Le instruction in the province of Quebec moved from
a grammar-based curriculum to a communicaton-based curriculum
(see Ministère de l'Education, Souvernement du Québec, 1984).
This motivated the development of alternative approaches to the
As a result, what has become known as intensive
teaching of ESL.
ESL programs came into existence within the French-speaking
school system.
In general these programs are implemented in
grade five or six.
(ESL is a required subject from grade four.)
Instead of the regular ESL program of 120 minutes per week,
students are immersed in five hours of ESL instruction per day
for a period of five months of one school year.
All other
required academic subjects are given in French during the other
months of the year.
8
Trait Pevelogment
an
was considered
intensive ESL programs
The setting of
as
of trait development
for the investigation
appropriate context
of general
contrasting views
within two current
discussed above
take
teaching practices
The actual language
Le development.
would allow
conditions that
provide the
place in such programs
Instruction
operate.
processes to
the hypothesized
for either of
because
based:
based and content
both language
appears to be
work; because
hypothesis could
the GC driven
language based,
According to
work.
hypothesis could
the CC driven
content based,
is identified
such instruction
Wesche (1989, )
Brinton, Snow and
movement."
the "content-based
become known as
within what has
integration of
instruction "as the
content-based
They define
They
(p. vii).
teaching aims°
with language
content learning
features can
and discourse
structures, functions,
claim that Le
They go on to
authentic texts.
through the use of
be provided
there are two
this "movement"
that even within
say, however,
texts
in authentic
role of content
concerning the
different views
features that
that all the
One view is
teaching.
and language
least
be taught at
can then
"once identified,
are provided,
particular
lessons focused on
isolation, with
partially in
This reflects
patterns" (p. 2).
functions, and
language forms,
emphasis
is that "the
The second view
hypothesis.
the GC driven
effective means
itself provides an
informational content
on the
it presents"
language features
acquisition of the
for incidental
Brinton et
hypothesis.
the CC driven
This represents
(p. 2).
9
Trait Develoompnt
9
al. endorse neither view.
They claim that more research is
needed to investigate the actual process of language and content
For the moment at least, they support the use of
learning.
content-based L2 instruction classrooms in that the teaching of
form is frequently combined with experiential methods.
This is
the kind of classroom that is available for our research.
MEDD12
The investigation of trait development includes four related.
stages:
(1) Development of feasible prototype
measures of two
traits,
(2) Validation of prototype measures and selection of
indicators,
(3) Development of alternate forms of indicators,
(4) Time series study of trait development.
The schedule for the different stages is shown in Figure
3.
It
is anticipated that the full study will require three
years for
completion.
Part of this reflects sequential requirements,
and
part reflects the constraints imposed by academic scheduling
in
the schools where the research is to be carried out.
pevslooment_of fpasible orototype
me4pgres of two traits
During the Spring of 1990 six graduate students in applied
linguistics at Concordia University prepared eight pairs of
ESL
tests.
Each pair employed the same measurement method.
One test
le