ERIC ED346729: Foreign Language Learning and Nonlearning. Research Bulletin 82.

203 Pages·1992·10.5 MB·English

by  ERIC

DOCUMENT RESUME
ED 346 729
FL 020 438
AUTHOR
Kristiansen, Irene
TITLE
Foreign Language Learning and Nonlearning. Research
Bulletin 82.
INSTITUTION
Helsinki Univ. (Finland). Dept. of Education.
REPORT NO
ISBN-951-45-6084-1; ISSN-0359-5749
PUB DATE
92
NOTE
204p.; Academic Dissertation, University of Helsinki,
Finland.
PUB TYPE
Dissertations/Theses - Practicum Papers (043)
Reports - Research/Technical (143)
EDRS PRICE
MF01/PC09 Plus Postage.
DESCRIPTORS
Academic Achievement; Comparative Analysis; Foreign
Countries; Grade 5; High Achievement; Junior High
Schools; Language Research; *Language Skills;
*Learning Theories; *Low Achievement; *Remedial
Instruction; *Second Language Learning; Swedish;
Uncommonly Taught Languages; Underachievement
Finland
IDENTIFIERS
ABSTRACT
A study is reported that investigated whether the
foreign language learning outcomes of the poorest performers in
Finnish schools could be improved by intensive remedial teaching. An
experimental approach was taken with a group of 12 sixth grade
students in a suburban school in Helsinki. Four were poor, four were
average, and four were good students. All the poor performers were of
average intelligence but scored significantly lower than the average
and good performers on Raven's Progressive Natrices test and on
Hunt's Conceptual Level test. The first 15 lessons of remedial
teaching for the poor performers were given in a mixed ability group
during half a term. The remedial teaching doubled the number of
lessons in Swedish. In testing at point, the poor performers
showed a significant improvement i.i comprehension but not in
production. During the second half of the term the poor perforh:ers
were given remedial teaching as a separate group, and they were given
twice as many lessons as the good and average performers. Testing
showed that three of the four poor performers improved significantly
in production but not in comprehension. One year later the poor
performers had lost all the gains from the cemedial teaching, and
even scored lower than in the initial test. At was noted that the
poor performers had adopted less efficient learning strategies than
vhe other students, showed lack of motivation and responsibility, and
had a lack of academic ambition. In one of two later additional
experiments, a lasting effect was found possibly due to an earlier
start. A tentative conclusion is that intensive remedial teaching can
improve learning outcomes, but the poorest performers probably need
continuous extra help or well-structured teaching that systemically
trains their reasoning abilities. Contains approximately 600
references. (Author/LB)
Unkersity of
Department of
Helsinki
Education
RESEARCH BULLETIN 82
Irene Kriet lemon
FOREIGN LANGUAGE LEARNING
AND NONLEARNING
PROPUCE THIS
PERMISSION '0 fl
OF roucAT1ON
U I DIUMRTMINT
D
N GRAN
tiAS
Prprovemt.+4
MATi
neftalt,{14
CMCP C7/ FdvCahOnt0
thiFORMATION
RESOURCES
(-14' s"\
ECIMATIONAL
CENTER ;ERIC,
C.)
ftspfDatX t.0
has brtl"
oertaabon
ostoh or of
V Thfs CoOcumeM
r14
recessed troth he
irt
wspms)
"pft,rP
or
"NO,
beer.
,
se&e
Motot chervvo
J.
fOlPfetils00,1" Qusitly
RESOLIHCE S
-
to,o
TO I HE EDUCAIIONAk
opu,nos Xd000
-ointi. of Woo* of
Hpereeem ofl- ,e1
INFORMATION CENTER
mPC,55arttv
tr-onf Oo 001
pot,cy
OEM ops.t.on Qr
Department of Education, University of Helsinki
Head: Docent Kari E. Nurmi
Bulevardi 18, SF-00120 Helsinki, Finland
RESEARCH BULLETIN 82
Irene Kristiansen
FOREIGN LANGUAGE LEARNING
AND NONLEARNING
Academic dissenafion to be publicly discussed, by pennission
of the Faculty of Education, in the University of Helsinki,
the festivity hall at the Department of Education, on
April 10 at 12 o'clock.
Helsinki 1992
j
RESEARCH BULLETIN 82
Irene KrIstiansen
FOREIGN LANGUAGE LEARNING
AND NONLEARNING
Helsinki 1992
4
ISBN 951-45-6084-1
ISSN 0359-5749
Helsinki 1992
Yliopistopaino
University of Helsinki. Department of Education. Research Bulletin No. 82, 1992
Foreign Language Learning and Nonlearning
by Irene Kristiansen
Abstract
The main objective of the study was to find out whether the foreign language learning outcomes of
the poorest pedormers in our schools can be improved by intensive remedial nachMg. In the first
pan of the study an attempt was mule to find theories that would explain OT describe tlw nontearning
of foreign languages. It tunnel out, however, that research on nonlearning is very scarce. Not much
direct help was obtained ftom the existing litrrature.
The rationale behind the medial teaching given was Hunt's Conceptual Level Matching Model
Ipks of inferential elaboration, &weloped on the basis of research findings in cognitive
and the
Mw main experimental group consisted of twelve pupils, 4 poor, 4 average and 4 good
psyc
performers, from grade 6 in a suburban school in Helsinki.
All the poor performers were found to be average tin the general intelligence test (WISC-R). The
backgrotual data were gathered on cognitive and personality testa a watxtaire and interviews.
The poor performs, though average in general intelligence, =.W significantly lower than the
Conceptual
. performers on Raven's hogressive Matrices test and on Hunt's
average and the
s GEFT, was not mimed to foreign
pendence/Dependence, measured Oil
Level test. Field
lancge learning.
was given an initial test in Swedish, the language chosen for the experiment. 'The fust
remeilial teaching for the poor performers were given in a mixed ability group dining
15 lessons
half a term. The remedial teaching dou'bled the number of lessons in Swedish. After this period a
second language test was given. The poor performers showed a significant improvement in
comprehensMn but not in moduction.
During the second half of the term the ." pedormen wen given remedial teaching as a separate
was again 15, while the average and good performers
group. The number of extra lessons fru
got only 7 extra lessons. At the end of the period the pupils were given a thud language test. Three
of the four poor perfoxmers improved signdlcantly in production but not in cumprehenston. AU three
boys showed considerable improvement, while the only girl did not.
The permanence of the effect was checked by a follow-up test one year law. The pox performers
'rts from the remedial teaching, and even scored lower than in the initial test.
had lost all the
had adopted less efficient learning strategies than the other learners. They
The poor
k of motivation and responsibility towards their foreign language studies, and their
also showed
attitude to school was less positive. They all showed lack of academic ambition and of academic
hobbies. The poor performers' parents were of lower social status. In the case histories of the pom
performers seven emotional problems and signs of neurological disturbances were found.
Two additional experiments were undertaken later, in order to find out whether remedial teaching
might have ben rcffectwhen started at an early stage of smdies. One of thCSCCXpCTIInCnISgSVC
uncertain results. In the other experiment (30 ama lessons) a lasting effect was found two years later
for five of the six subjects. In atklition to an early start. other causes as well may be behind this result.
Due to the small sample sizes only tentative conclusions can be drawn. It seems that intensive
remedial teaching can improve learning outcomes, but the poorest performers will plobably need
continuous extra help, or well-structured teaching that systematically trins their reasoning abilities.
It seems reasonable to conclude that, due to their low inductive and analytical reasoning, poor
pa-dermas' cognitive abilities should be developed before they start !canting a foreign language.
They should also get extta help with their mother tongue as well as with their emotional problems
as early as possible because these can seriously affect the pupils' cognitive functioning.
foreign/second language learnin g/nonleaming, remedial teaching, conceptual level,
Keywords:
inductive and analytical reasoning, elaboration
Department of Education. University of Helsinki. Bulevardi 18,
Orders from:
SF-00120 Helsinki, Finland
PREFACE
particular formula or the contents of
The ultimate aim of education is not learning a
the personal and mental growfa of a person. Education
a syllabus, but to facilitate
environment. We live in a society where
should enabk us to know ourselves and our
adaptation to rapid changes is necessary
tim acceleration of change is tremendous. An
cult= require an educational
for our survival and growth. Changes in society and
adaptable to new demands. There is a great need to
system that is flexible enough and
of courses in our schools and in institutions of higher
ensure that the contents and types
of work has been done in order to
education ate subject to a regular review. A lot
modify teaching practices and
achieve this, but further research is necessary to
curricula in order to develop our human resources.
learning of poor performers was
The present investigation of ihe foreign language
help pupils with learning difficulties,
started because the researcher had felt unable to
both, for years. In spite of great
pupils to whom she had taught Swedish or English, or
they learnt very little indeed. The
efforts both on the pupils' and the teacher's part
to be just as
problem is familiar to most teachers. The simation at present seems
understand most of what is said by their
hopeless as ever, with some pupils unable to
themselves understood in the target
fellow students and ttv teacher, or to make
educator one wants to find
language. Witching this year after year as a teacher
these pupils.
solutions for the learning difficulties experienced by
usually looked upon from
WIwn a pupil is not able to learn what is expected, this is
hereditary and the environmental. Most experts seem
two different petspectives: the
development is detetmined by a continuous interaction
to agree that human cognitive
and cannot be isolated in research. If
between both factors. The two are inseparable
decided mainly by environmental factors, it
the performance in foreign languages is
remedial teaching, carefully planned in
could be assumed that intensive long-term
the performance of even the
accotdance with the principles of learning, would improve
dimensions explain the processes involved in
poorest perfoimers. If the cognitive
understanding of nonlearning.
foreign language learning, one might alsoexpect a deeper
affective components, as they may
Neither can one exclude the importance of
foreign language learning.
influence the cognitive processes essential for
adequate command of the foreign
It is evident that all pupils do not acquire an
Therefore, it is of great importance to
languages within a few school hours per week.
different kinds of simplifications of
investigate how meanings can be conveyed with
in numerous commu-
the target language. Simplification is a very common strategy
slow language learmr. Content
nicative situations, and might be of great value for a
in simplified language use.
words are crucial for the understanding of a message, even
least them? Whatever the results, the
Are the poorest performers able to learn at
towards ar. improved understanding of
present research is dermitely meant as a step
towards meaningful curricula for all
the conditions for foreign language learning, and
pupils.
Acknowledgements
hereby wish to thank all those whom different ways have supported me in the present
study.
First of all, warm thanks are due to Professor Anna-Liisa Leino for her continr,us
encouragement from start to finish. Without her support the project would not have
been undertaken, and certainly not brought to an end. Whenever I have felt helpless
and wanted to give up she has always managed to make rne go on, convincing me that
my work was important and needed to be done. Therefore, it goes aimost without
saying that I am deeply grateful to her.
My gratitude also goes to Associate Professor Jarkko Leino, who has generously
given me hours of his free weekends to discuss various research problems and clarify
statistical terms.
Docem Sauli Takata, Ph. D.. I learnt to know more than twenty years ago. In all
those years he has shown an unfailing interest in my work and encouraged me to do
research in a field which does not tempt too many. His expert knowledge of reading
and writing as well as his perceptive and discerning insights into foreign language
education have been of invaluable help to me in all these years. I happily take this
opportunity to express my deepfelt gratitude.
Associate Pmfessor Paul Hellgren has been my philosophical counsellor and critic
for years. By asking crucial questions he has compelled me to clarify my thoughts; in
fact, he has made me see the imponance of serious research work and connibuted to
know that our
my scientific development through innumerous discussions. We both
discussions have not always been peaceful. but I have to admit they have been of great
value to rne. For all this and for his generous help with the present study I offer my
honest and heartfelt thanks.
My very special 1nanks are given to Associate Professor Leena Laurinen. I learnt
to know her many years ago in connection with research on elaboration, and since then
she has always been available whenever I needed lrelp. Her critical approach to
research problems, big as well as small, has contributed considerably to my develop-
ment. Last, but not least, I want to thank her heartily for her many constructive
suggestions for improvements in the manuscript of this book.
Further, I would like to acknowledge the interest and encouragement of Professor
Erkki Niskanen, who has perceptively commented on parts of an earlier version of this
They
report. I am also indebted to Professors Perni Kansanan and Juhani Hyttinen.
have repeatedly encouraged me to go on with my research.
Associate Professor Sunil D.Gaur, University of Delhi. gave creative and critical
comments on substantial parts of an earlier version of this report, for which I am still
deeply grateful to him.
In the school where the long-term experiments were carried out both the Swedish
teacher of the students involved, their class teachers and the headmaster willingly
offered their full cooperation and contributed decisively to the accomplishment of the
experiments. Naturally, the same goes for the teacher trainees who helped me and gave
icimtity of some of the pupds
pan of the remedial teaching. In order not to reveal the
I dare not thank my good helpers by name, but they shall know this does not 4-te.n that
my gratitude is ICU deepfelt.
When dm early parts of this repon were being prepared I was helped by Birgitta
this I thank her
YliselL M.A., who for some time typed day and night for me. For
version
warmly. Kari Perenius, M.A., considerably improved the figures of the earlier
and harmony
and created the new ones needed. His editorial skill and sense of beauty
ratience he des4rves
have made this report more readable. For this and for his unfailing
my warm gratitude.
friends Maija
Important for me has been the support of my esteemed colleagues and
and difficulty. I
Saleva and Pirjo Silfversten. especially in periods of extreme stress
feel sure they know how grateful I am.
research through
Fmally, my husband Eivind Kristiansen has patiently followed my
help whenever it was most
all its stages and provided me with moral and practical
judgment high enough.
needed. I can hardly appreciate his wise councel and cool
Irene Kristiansen
Contents
PART A
I. Introduction
1
Background and purpose of the study
1.1.
1
Progress of the study
2
1.2.
2. The role of language in communication
5
3, Foreign language learning: theories of learner varieties
6
3.1. Interlanguage Theory
7
7
3.1.1. Aspects of interlanguage development
3.1.2. Vocabulary learning and interlanguage studies
9
3.2. Theories stressing cognitive processes in FL-learning
10
3.2.1. Bialystok's model
11
3.2.2. Variable Competence Theory
12
4. Formulaic speech
14
4.1. Prefabricated routines
15
4.2. Prefabricated patterns
17
4.3. Vertical structures
19
5. Linguistically simplified codes
20
5.1. The role of error in language learning
21
22
5.2. Pidginization
53.
oreigner talk
24
5.4. Motherese or caretaker speech
26
5.5. Teacher talk and peer talk
27
6. The affective domain and foreign language learning
30
30
6.1. Motivation
6.2. Attitudes
33
6.3. Conclusive view of motivation and attitudes
36
37
6.4. Some additional affective factors
7. Interaction of the cognitive and the affective domain
39
0