WHAT STUDENTS OF LCTLS WANT THEIR TEACHERS TO KNOW

WHAT STUDENTS OF
LCTLS WANT THEIR
TEACHERS TO KNOW

Anna Uhl Chamot
Jill Robbins
(thanks to Laura Blythe Liu, Kristen
D’Avolio, & Candice Michalowicz)
The George Washington University &
National Capital
Language Resource Center
Washington, DC
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BACKGROUND
National Capital Language Resource
Center (NCLRC) one of 15 foreign
language resource centers in U. S.
Since 1990 NCLRC has conducted
research on language learning
strategies, both identification and
classroom applications studies.
Learning Strategy Resource Guides
produced for elementary immersion,
high school, and university language
teachers and students.


PURPOSE OF CURRENT
NCLRC STUDY
Explore how US college students learn

Arabic
Chinese
Japanese
Korean


RATIONALE FOR THE STUDY
Most learning strategy research on Western languages.
Good language learners (of Western languages) use similar
strategies.
Effect of non-Western writing systems on strategy use?
Impact of unique grammar and non-cognate vocabulary?


PARTICIPANTS
College learners of Arabic, Chinese,
Japanese, or Korean.
Low Intermediate (fourth semester)
level at two U.S. universities.
11 students of Arabic.
10 students of Chinese.
6 students of Japanese.
4 students of Korean.


QUESTIONS
What are the challenges in learning
(language) ?
What strategies do you use to

overcome these challenges?
What advice do you give to other
students of this language?
How are you learning the target
language culture?


METHODOLOGY
Record and videotape focus group interview protocols.
Transcribe interviews verbatim.
Analyze transcripts for learning challenges and responses.
Identify student perceptions of effective and ineffective
instruction.


FOCUS GROUP INTERVIEW
STRUCTURE
Writing task with think-aloud prompts.
Questions on

Speaking
Reading
Listening
Vocabulary
Culture

Advice to a new student of the language.


How students study the

language
Why students are studying the
language
Student perceptions of
effective language instruction


ARABIC - HOW
Online listening: repeat many times (text materials)
Listen to music online
Online authentic materials: use images to guess meaning
Use the strategy of inferencing for live listening


CHINESE
Text CD: slow with Windows media
Repeated listening


CHINESE - HOW
Using boxes for reading

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CHINESE - HOW
Working with NS friends
Watching movies

Using online listening
Using online games & quizzes (Quia)


CHINESE - HOW
Listening with an iPod)

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JAPANESE - HOW
Use flashcards while playing video games
Watch movies in Japanese
Make friends and get involved in martial arts and cultural
exchanges
Study radicals to understand kanji


KOREAN
Use an online translator

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KOREAN
Internet radio, Korean music

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KOREAN - HOW
Use Imagery

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ARABIC - WHY
Becoming more bankable
A mission to learn
Getting “a profound sense of the Middle East”

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CHINESE - WHY
Go into International Politics
Just want to speak the language; enjoy the culture
Fascinated with China
To learn more about my heritage

JAPANESE - WHY
Interest in pop culture; anime
Career involving Japanese or business with Japan
Go for a homestay in Japan


KOREAN - WHY
To get in touch with my identity
To communicate with my parents or relatives better
(adopted child who wants to meet birth mother)


ARABIC - INSTRUCTION
Students don’t feel they are getting enough listening
practice; must puzzle out what the teacher is saying through
her gestures
Knowledge of grammar is simple


CHINESE - INSTRUCTION
Pairwork can be productive (or not)
Partners can let you down
Managing time together is crucial
Limited knowledge of structures restricts creativity
Choral reading is “mind-bogglingly” slow


JAPANESE INSTRUCTION
More reading wanted

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